[WITHIN  COLLEGE  WALLS 


CHARLES  F  THWINC 


UNIVERSITY  OF  CALIFORNIA. 


i-  cessons 


*-••;::• 

>-.;^ ,' :-  -, 


I  m 


WITHIN  COLLEGE  WALLS 


WITHIN  COLLEGE  WALLS 


BY 

CHARLES  FRANKLIN  THWING 

< » 

President  of  Adelbert  College  and  of  Western  Reserve  Univer- 
sity.    Author  of "  American  Colleges:   Their  Students  and 
Work":      "  Reading  of  Books" ;     "The    Working 
Church'";     Joint- Author  of  "  The  Family : 
An  Historical  and  Social  Study"  etc. 


NEW  YORK 
THE    BAKER  &   TAYLOR   CO. 

740  AND  742  BROADWAY 


TS" 


Copyright,  1893, 

BY 

THE  BAKER  &  TAYLOR  Co. 


ROBERT   DRUMMOND,    ELECTROTYHER   AND   PRINTER,   NEW   YORK. 


TO 

Ifatber  ant)  /IDotber. 


CONTENTS. 


I.  THE  COLLEGE  AND  THE  HOME. <....,      9 

II.  THE  GOOD  OF  BEING  IN  COLLEGE 21 

III.  THE  COLLEGE  FORMING  CHARACTER 34 

IV.  CERTAIN  COLLEGE  TEMPTATIONS 53 

V.  COLLEGE  GOVERNMENT 70 

VI.  PLAY  IN  COLLEGE 94 

VII.  SIMPLICITY    AND   ENRICHMENT  OF    LIFE  IN 

COLLEGE 115 

VIII.  THE  COLLEGE  AND  THE  CHURCH 125 

IX.  THE  COLLEGE  FITTING  FOR  BUSINESS 148 

X.  THE  PRE-EMINENCE  OF  THE  COLLEGE  GRAD- 
UATE    156 


WITHIN    COLLEGE   WALLS. 


I. 

THE  COLLEGE  AND  THE  HOME. 

IT  is  a  serious  day  when  the  child  leaves 
home  for  college.  It  is  serious  for  the 
child,  serious  for  the  home  ;  serious  too 
for  the  college.  It  is  serious  for  the  child, 
for  the  departure  stands  for  an  increasing 
independence  and  individuality,  to  result 
finally  in  absolute  responsibility.  It  is  seri- 
ous for  the  home,  for  it  represents  the  be- 
ginning of  that  change  to  which  each  family 
comes  of  the  separation  of  its  members 
in  order  to  kindle  the  ancestral  fire  on  new 
hearthstones.  It  is  serious  for  the  college, 

9 


10  WITHIN  COLLEGE    WALLS. 


for  it  lays  on  the  college  responsibilities 
which  the  parent  has  hitherto  born.  Glad 
day,  too,  if  serious,  is  the  day  of  de- 
parture. For  the  child  glad,  for  he  is 
able  to  enter  into  the  best  conditions 
in  preparing  himself  for  the  highest  work  ; 
for  the  parent  glad,  for  he  is  able  to  offer 
to  his  child  the  best  conditions ;  and  for 
the  college  glad,  for  the  college  is  to  aid 
the  parent  and  to  aid  the  child  in  attain- 
ing the  worthiest  aims  by  the  worthiest 
methods. 

The  purpose  of  the  best  home  and  of 
the  best  college  is  identical.  It  is  the 
purpose  than  which  none  is  more 
precious.  It  is  the  purpose  of  making 
the  character  of  the  student-child  strong 
and  pure  and  noble.  The  aim  of  every 
parent  and  of  every  college  officer  is,  I 
venture  to  say,  to  give  to  each  one 
committed  to  4&&r  charge  knowledge 
without  pedantry,  self-reliance  without 
arrogance,  gentleness  without  weakness, 
hopefulness  without  creating  visionaries, 


THE    COLLEGE  AND    THE  HOME.         II 

a  discipline  of  the  intellectual  nature 
without  drying  up  the  emotional  nature, 
an  enrichment  of  the  emotional  nature 
without  making  soft  the  intellectual,  a 
training  for  life  in  this  world  without 
unfitting  one  to  live  in  the  other  world, 
and  a  training  for  life  in  the  other  world 
without  unfitting  one  to  live  in  the 
present,  an  enlargement  of  the  whole 
character  without  self-consciousness,  the 
making  of  working  power  without  the 
making  of  an  incapacity  for  leisure. 
These  are  bare  suggestions  of  the  aim 
which  the  college  and  the  home  more  or 
less  consciously  are  holding  before  their 
younger  members.  They  both  write 
CHARACTER  above  their  gates. 

Yet  it  is  possible  that  the  college  may 
be  asked  to  receive  the  son  or  the 
daughter  of  a  home  in  which  such  ideals 
do  not  command.  Aims  social  or 
pecuniary  may  have  ruled.  Arrogance 
and  weakness,  strength  of  will  without 
strength  of  judgment,  self-consciousness 


12  WITHIN  COLLEGE    WALLS. 

with  smallness  of  character,  force  of  appe- 
tite without  force  of  intellect,  may  repre- 
sent the  outcome  of  the  training  of  a 
home  in  its  son  or  daughter.  Such  a  son 
or  daughter  the  college  is  asked  to  re- 
ceive. The  college  is  asked  to  receive 
them  and,  by  a  tacit  if  not  a  declared 
understanding,  is  asked  to  regenerate  them. 
It  is  asked  in  four  years  of  thirty-six 
weeks  each  to  undo  the  doing  of  eigh- 
teen years  of  fifty-two  weeks  each ;  it  is 
asked  to  remove  many  of  the  standards 
which  parents  have  half  consciously  been 
holding  before  their  children,  and  to  erect 
noble  and  nobler  symbols  of  life  and 
duty.  Some  boys  go  to  college  and  go 
to  the — Devil.  Some  girls  go  to  college 
and  become  simpletons.  Is  it  any 
wonder?  Some  parents  are  asking  too 
much  of  the  college  ;  they  are  asking 
what  they  do  not  ask  of  themselves. 
They  are  asking  the  college  to  do  for 
their  sons  and  daughters  what  they  them- 
selves have  not  done.  The  college  cannot 


THE   COLLEGE  AND    THE  HOME.         1 3 

do  much  in  undoing  parents'  training. 
The  college  can  do*  much  in  adding  to 
parents'  training.  If  that  training  has 
been  the  worthiest,  the  college  summons 
all  its  resources  of  personal  association 
and  of  intellectual  discipline  to  continue 
this  worthiest  training.  If  that  training 
has  not  been  the  worthiest,  the  college  is 
still  to  call  up  all  its  forces  to  atone  so 
far  as  possible  for  the  past,  to  make 
worthy  the  future,  of  the  student. 

In  gaining  these  aims,  thus  indicated 
as  identical,  the  home  and  the  college 
make  use  of  the  same  means,  measures, 
and  methods.  What  may  be  called  the 
atmosphere  is  recognized  as  equally  valu- 
able in  each.  Rules,  too,  in  each  have 
their  place ;  and  principles  can  no  more 
be  eliminated  from  the  college  than  elimi- 
nated from  the  life  of  the  individual. 
But  the  two  comprehensive  forces  used 
alike  in  the  home  and  the  college  are 
truth  and  personality.  Truth,  knowing 
things  as  they  are,  carries  along  with 


14      WITHIN  COLLEGE  WALLS. 


itself  a  sense  of  sincerity  and  of  reality, 
a  contempt  for  sham  which  are,  of  the 
utmost  worth  in  the  formation  of  charac- 
ter. Personality,  the  influence  of  person 
over  person,  bears  along  with  itself  the 
strength  of  character  and  of  love.  Per- 
sonality is  formed  by  personality.  We 
love  those  who  love  us ;  those  whom  we 
love  love  us.  The  college  employs  these 
two  agencies — truth  and  personality ;  so 
does  the  home.  In  the  books  it  sets  for 
the  students  to  read,  in  the  teachings  it 
offers  to  him,  it  impresses  truth ;  but  in 
the  man  who  is  the  teacher,  in  the  man 
behind  and  before  and  around  the 
teacher,  in  the  man  who  moves  with 
the  students,  personality  is  the  forming 
force.  Lacking  either  of  these  elements, 
the  college  is  weak ;  having  them  both, 
the  college  is  strong, — and  stronger  as  it 
has  them  in  larger  amounts  and  fitting 
proportions.  The  home,  relatively  to  the 
college,  influences  more  through  person- 
ality than  through  the  presentation  of 


THE   COLLEGE  AND    THE  HOME.        1 5 

truth.  The  college,  relatively  to  the 
home,  influences  more  through  the  truth 
than  through  personality;  learning  for 
knowledge  and  for  discipline  is  more  im- 
mediately present  as  an  end.  In  both 
college  and  home,  both  truth  and  per- 
sonality are  necessary.  Truth  without 
personality  is  lifeless,  of  small  worth  in  the 
development  of  character ;  personality 
without  truth  is  a  blind  guide,  leading 
either  to  the  death  of  the  precipice  of 
sudden  moral  ruin  or  to  the  death  of 
the  desert  of  continued  and  hopeless 
wandering. 

The  relation  of  the  college  to  the 
student,  as  the  relation  of  the  parent 
to  the  child,  is  suggested  in  the  word 
trustee. 

The  college  is  a  trustee  of  most  im- 
portant relations.  It  is  put  in  trust  of 
character.  If  to  an  Atlantic  captain  are 
intrusted  the  lives  of  his  passengers 
for  a  week,  to  a  college  are  intrusted 
the  intellectual,  ethical,  spiritual  interests 


1 6      WITHIN  COLLEGE  WALLS. 

of  human  beings  for  four  years.  The 
college  cannot  be  held  responsible  for 
these  interests,  as  is  the  trustee  of  pe- 
cuniary trusts  for  the  keeping  of  these 
trusts.  These  trusts  have  no  power  of 
their  own.  But  college  men  and  women 
have  wills.  No  college  can  make  charac- 
ter as  the  sculptor  makes  a  statue.  Yet 
it  is  true  that  the  college  is  put  in 
charge  of  the  most  worthy  concerns  of 
human  spirits. 

The  boy  or  girl  places  his  intellectual 
character  in  the  keeping  of  the  college. 
He  has  so  great  a  confidence  in  the 
college  that  he  believes  the  college  can 
do  better  for  his  character  than  he  him- 
self can.  The  college  is  requested  by 
the  very  act  of  his  entrance  to  train  the 
intellect  to  think — to  think  with  compre- 
hensiveness, with  insight,  with  accuracy, 
with  swiftness.  The  parent  intrusts  his 
child  to  the  college  because  he  is  con- 
vinced that  the  college  can  do  better  for 
his  child  for  a  time  than  he  can  him- 


THE  COLLEGE  AND    THE  HOME.        1 7 

self ;  the  college  can  train  the  intellect 
better  than  can  the  home,  the  professor 
better  than  can  the  mother. 

The  college  is  also  a  trustee  for  the 
moral  standards  of  the  student.  The 
differences  among  students  of  different 
colleges  in  respect  to  questions  of  moral 
conduct  are  most  diverse.  The  standards 
in  one  college  may  be  low,  in  another 
high.  The  men  of  one  college  seem 
hardly  to  be  awake  to  the  fact  of  moral 
differentiations ;  the  men  of  another  are 
more  impressed  with  moral  truths  than 
with  purely  intellectual.  The  point  of 
view  is  ethical.  Their  intellectual  measure- 
ments have  a  moral  element.  It  is  not  too 
much  to  say  that  a  college  fails,  if  it  fail 
to  reveal  the  path  of  duty  as  the  way 
every  soul  should  go  in ;  that  it  fails,  if 
it  fail  to  magnify  virtue  and  the  virtues ; 
that  it  fails,  if  it  fail  to  teach  the  excel- 
lence of  justice,  the  beauty  of  temperance, 
the  nobility  of  courage,  the  grandeur  of 
sacrifice  for  highest  aims. 


IS  WITHIN  COLLEGE 


The  college  is  also  a  trustee  for  the 
Christian  character  of  the  student.  This 
trust  it  receives  with  hesitation  and  yet 
with  rejoicing  :  with  hesitation,  knowing 
the  seriousness  of  the  responsibility  ;  with 
rejoicing,  for  it  already  knows  by  a  pro- 
phetic vision  the  greatness  of  the  work  it 
can  do  for  the  betterment  of  Christian 
character.  The  college  is  constantly  called 
to  stand  in  the  place  of  the  parent  ;  but 
in  no  one  relation  is  this  vicariousness 
more  constant  than  in  respect  to  the 
ennoblement  of  .  Christian  character.  The 
boy  of  seventeen  may  come  to  the  col- 
lege with  notions  of  Christian  truth  loose 
and  vague  ;  the  man  of  twenty-one  should 
leave  college  with  ideas  compact  and  dis- 
tinct. The  boy  may  come  having  narrow- 
ness of  vision  and  blindness  of  prejudice  ; 
he  should  leave  seeing  in  breadth  of 
vision,  with  justice,  with  comprehensive- 
ness. He  may  come  bearing  a  faith 
feeble,  hesitating  —  a  crutch  ;  he  should  de- 
part having  a  faith  which  is  a  wing  to 


THE   COLLEGE  AND    THE  HOME.         19 

bear  him.  The  Christian  character  be- 
comes more  Christian  and  more  charac- 
teristic in  the  college.  It  gains  solidity, 
force,  vigor.  The  articulation  of  its  parts 
becomes  more  exact — intellect,  feeling^ 
will,  conscience  becoming  better  adjusted 
to  each  other.  It  ceases  to  be  a  manu- 
facture, beginning  to  be  a  growth.  True 
it  is  that  men  have  found  college  their 
Waterloo  of  defeat.  But  to  the  true  soul 
it  is  rather  a  Waterloo  of  victory — a  place 
of  hard  fighting  with  moral  and  spiritual 
enemies,  but  a  place  of  triumph,  of 
triumph  whose  issues  are  as  lasting  as 
life. 

It    may   also    be    said    that   the   college      / 
is    the    trustee    of    the    future    of   the  stu-  N 
dent.     It  is  not  true  that  these  four  years 
determine    life  with   the    certainty  of  fore- 
ordination.      Men  have  wasted  these  years 
who  have    made  the   following  years   fruit- 
ful.      But     it     is     true    that     these     years 
establish     a    probability   of    the   nature   of 
the    following.     It   is  true  that  these  years 


20      WITHIN  COLLEGE  WALLS. 


help  to  determine  the  nature  of  the  fol- 
lowing. Indolence  in  college  becomes 
laziness  in  life ;  dissipation  in  college,  in- 
tellectual, moral,  becomes  weakness  in  life; 
nearsightedness  in  college  becomes  blind- 
ness in  life.  Life  is  often  the  harvesting 
of  college-sown  seed.  We  follow  no  ex- 
ample so  constantly  as  that  set  by  our- 
selves. The  qualities  of  endurance,  pa- 
tience, enthusiasm,  accuracy,  which  a  col- 
lege is  supposed  to  discipline  in  their 
callow  stages,  are  prophetic  of  the  posses- 
sion of  the  same  qualities  as  the  bones 
and  sinews  of  the  body  of  character. 
Such  qualities,  the  college  is  set  to  train. 
The  opposite  of  such  qualities  the  college 
is  set  to  crush.  The  college  is  therefore 
put  in  trust  with  each  student's  future. 


THE   GOOD   OF  BEING  IN  COLLEGE.     21 


II. 

THE  GOOD  OF  BEING  IN  COLLEGE. 

WHAT  is  a  college  education  good  for? 
is  the  question  often  and  bluntly  asked. 
I  make  bold  to  answer  it,  and  also  quite 
as  bluntly  as  it  is  asked. 

College  education  lengthens  the  period 
of  youth ;  it  prolongs  the  time  of  prep- 
aration for  life.  If  "to  prepare  us  for 
complete  living  "  is  the  function  of  educa- 
tion— and  no  one  would  find  fault  with 
this  definition  of  Herbert  Spencer — it  is 
well  to  make  that  preparation  as  good  as 
it  can  be.  The  more  important  the  duty 
to  which  God  calls  any  creature,  the 
longer  the  time  of  preparation  he  gives. 
A  lamb  stands  and  walks  from  the  hour 
of  its  birth;  a  child  takes  a  year  to  learn. 
The  height  of  any  creature  in  the  scale  of 


22  WITHIN  COLLEGE    WALLS. 

being  is  measured  by  the  period  of  its 
adolescence.  The  lengthening  or  shorten- 
ing of  this  period  indicates  and  neces- 
sitates the  raising  or  the  depressing  of 
the  scale  of  being.  The  boy  who  does 
not  go  to  college  begins  life  at  eighteen 
or  before ;  the  boy  who  goes  to  college 
begins  life  at  twenty-two.  The  time  of 
growth  is  lengthened  four  years — a  large 
proportion  of  the  whole  period  of  growth. 
The  worth  of  the  means  of  growth  is  thus 
vastly  increased.  For  the  higher  stages 
of  culture  are  much  more  valuable  than 
the  lower.  The  more  individual  is  a 
fine  and  strong  and  high  individuality 
the  more  valuable  are  its  best  forces.  For 
the  development  of  the  highest  indi- 
viduality time  is  needed.  Every  man 
should  make  the  time  of  preparing 
for  life  as  long  as  may  be.  College 
gives  to  him  four  years  of  prepara- 
tion. 

College    gives    this   preparation   through 
wise   methods    and    under    favorable    con- 


THE   GOOD   OF  BEING  IN  COLLEGE.      2$ 

ditions.  The  book  and  the  man  are  the 
college.  The  book  has  supplanted  tra- 
dition. The  book  is  not  only  the  inter- 
preter of  the  past,  the  book  is  the  past. 
All  past  comes  to  the  present  in  the 
book.  The  book  is  a  timeless  creation, 
or  its  only  time  is  the  present.  The 
student  prepares  himself  for  the  future 
through  learning  the  past  in  the  book. 
The  book  reads  to  him  the  experiences 
of  the  tens  of  thousands  of  men  through 
the  thousands  of  years.  He  becomes 
wiser  than  the  ancients,  for  he  has  all 
their  wisdom,  plus  the  wisdom  of  his 
followers.  The  book  is  not  simply,  as 
Milton  says,  the  "  life-blood  of  a  master- 
spirit " ;  the  book  is  also  the  life-blood  of 
the  master-spirits  of  all  the  world,  of 
all  the  past.  The  forty  centuries  do  not 
look  down  upon  the  college  man  from 
their  pyramidal  heights  ;  the  forty  centur- 
ies in  the  book  enter  into  him,  possessing, 
training,  inspiring. 

But   the   teacher  as  well   as  the  book  is 


24      WITHIN  COLLEGE  WALLS. 


the  college.  The  teacher  is  the  force 
which  makes  the  lengthening  of  the 
period  of  youth  to  be  desired.  It  is  not 
what  is  taught  that  makes  the  four  years 
precious.  It  is  not  the  teaching  that  has 
the  highest  value.  It  is  the  teacher  which 
is  the  noblest  power.  Who  would  not 
like  to  have  Socrates  in  the  chair  teach- 
ing even  mathematics !  It  is  to  be 
said  that  no  finer  gentlemen  are  to  be 
met  with  than  those  who  occupy  the 
chairs  of  instruction  in  our  better  col- 
leges. And  it  is  to  be  remembered  that 
the  young  man  or  woman  has  these 
teachers  as  his  intellectual  guides  in  four 
of  the  most  formative  years.  Is  it  not 
worth  while  to  lengthen  youth  in  or- 
der to  come  under  such  leadership? 

College  education  is  also  good  to  take 
self-conceit  out  of  a  man.  Strong  per- 
sonality is  the  good  fruit  of  individual- 
ity, self-conceit  the  bad  fruit  ;  and  the 
bad  fruit  is  common  among  young  men. 
Of  course,  we  know  that  ignorance  is 


THE   GOOD   OF  BEING  IN  COLLEGE.     2$ 

the  cause  of  self-conceit,  or  it  might  be 
said  to  be  the  surname  of  self-conceit. 
If  learning  take  away  ignorance,  it  surely 
abolishes  self-conceit ;  if  learning  increase 
the  feeling  of  the  learner's  ignorance 
through  enlarging  the  boundaries  of 
knowledge  faster  than  is  the  approach  to 
these  boundaries,  it  also — usually  succeeds 
in  wiping  out  this  vice  of  self-conceit. 
The  Freshman  is  often  the  embodiment  of 
self-conceit.  The  Sophomore  is  often  the 
embodiment  of  self-conceit  and  of  incipi- 
ent wisdom  ;  the  self-conceit  appearing  in 
the  second  and  last  syllable  of  his  name 
— the  fool  part,  and  the  wisdom  emerg- 
ing in  the  first  syllable.  The  system  of 
fagging  and  of  hazing — outrageous  and 
abominable  as  they  are — have  an  origi- 
nally worthy  aim.  Their  foundation  is  the 
self-conceit  which  belongs  to  the  noviti- 
ate in  school  or  college  ;  their  aim  is  to 
take  out  this  same  self-conceit ;  their 
method  is  the  imposition  of  menial  tasks 
and  of  humiliations  of  various  sorts.  The 


26  WITHIN   COLLEGE    WALLS. 

method  belongs  to  barbarians ;  but  the 
original  aim  is  in  the  line  of  good 
education.  I  am  the  more  inclined  to 
write  of  this  value  of  the  college  in  the 
elimination  of  excessive  self-esteem,  for 
the  ordinary  opinion  is  that  students  are 
affected  by  this  fault.  I  know  that  the 
bearing  of  students  gives  evidence  that 
the  ordinary  opinion  is  true  ;  they  seem 
remote,  haughty,  at  times  supercilious. 
But  when  college  men  are  subjected  to 
the  genuine  tests  of  self-examination  and 
of  a  willingness  to  do  any  work  to  which 
they  are  called,  they  are  more  free  from 
this  defect  than  any  class  of  men.  The 
high-school  graduate  shrinks  more  from 
putting  on  the  overalls  of  apprenticeship 
than  the  bachelor  of  arts. 

College  education,  further,  gives  a  cer- 
tain  openness  of  mind  and  heart.  Mat- 
thew Arnold  said  that  a  serious  lack  in 
the  English  nation  was  the  lack  of  lucid- 
ity. Lucidity  is  an  intellectual  quality, 
but  it  has  ethical  and  emotional  affilia- 


THE   GOOD   OF  BEING  IN   COLLEGE.      2J 

tions.  The  college  man  has  this  quality 
more  than  most.  Mr.  Arnold  also  divid- 
ed society  into  three  classes  :  an  upper 
class,  which  is  materialized,  a  lower  class 
which  is  brutalized,  and  a  middle  class, 
which  is  vulgarized.  From  these  three 
curses  of  being  vulgarized,  brutalized,  ma- 
terialized, the  college  tends  to  give 
freedom.  And  the  method  by  which  the 
college  achieves  this  freedom  I  call  a 
certain  openness  of  mind  and  heart. 
This  openness  of  mind  and  heart  is  akin 
to  largeness  of  character  ;  it  is  opposed 
to  narrowness  of  any  kind ;  it  is  free- 
dom from  the  miserly  spirit ;  it  is  a 
willingness  to  receive  light ;  it  is  the 
appreciation  of  the  best  in  men  and 
things ;  it  embodies  sympathy ;  it  is  re- 
sponsive to  the  best  ideals  and  worthiest 
methods ;  it  makes  one  liberal  without 
looseness,  and  fosters  the  holding  of 
opinions  with  firmness  but  without  big- 
otry. The  perils  of  the  self-made  man 
— and  many  self-made  men  have  perished 


28  WITHIN   COLLEGE    WALLS. 

in  the  making  through  these  perils — are 
narrowness  and  hardness.  They  have 
bought  their  success  at  the  cost  of  the 
largeness  of  their  mental  consitution  and 
of  the  tenderness  of  their  heart.  Heavy 
price  to  pay— some  would  say  too  heavy, 
others  that  the  success  is  worth  the 
price.  But  the  college  man  is  sel- 
dom called  upon  to  pay  this  price.  He 
is  able  to  win,  keeping  his  intellectual 
vision  large,  his  heart  warm,  and  his 
energies  strong,  without  any  faculty 
suffering. 

The  worth  of  a  college  education  is 
also  seen  in  the  high  standards  of  charac- 
ter which  it  fixes.  It  tends  to  make 
right  rules  of  measurement.  It  develops 
the  sense  of  appreciation.  It  teaches  the 
art  of  valuing.  The  college  does  this 
through  its  discipline  of  the  intellect ;  it 
does  this  also  through  its  conscious  or 
unconscious  emphasis  on  the  temporal 
and  eternal  verities;  it  does  this  through 
its  definite  instruction,  and  also  it  does 


THE  GOOD  OF  BEING  IN  COLLEGE.     2<) 

this  through  its  atmosphere.  These 
standards  which  it  sets  up  are,  as  I 
said,  standards  of  character.  They  are 
not  the  idols  of  the  forum  or  of  the 
market ;  they  are  not  reputation  or 
wealth.  They  are  justice,  courage,  char- 
ity, temperance,  truth ;  they  are  the  an- 
gular lines  of  the  cardinal  virtues, 
and  also  the  curves  and  vanishing 
points  of  the  graces  of  the  best  charac- 
ter. In  his  "  English  Traits,"  Emerson 
says : 

"  It  is  contended  by  those  who  have 
been  bred  at  Eton,  Harrow,  Rugby,  and 
Westminster,  that  the  public  sentiment 
within  each  of  these  schools  is  high- 
toned  and  manly ;  that,  in  their  play- 
grounds, courage  is  universally  admired, 
meanness  despised,  manly  feelings  and 
generous  conduct  are  encouraged ;  that 
an  unwritten  code  of  honor  deals  to  the 
spoiled  child  of  rank  and  to  the  child 
of  upstart  wealth  an  even-handed  justice, 
purges  their  nonsense  out  of  both,  and 


30  WITHIN  COLLEGE    WALLS. 

does  all  that  can  be  done  to  make  them 
gentlemen." 

Such  may  be  said  to  be  the  work  of 
the  American  college.  It  is  at  once  the 
most  aristocratic  and  the  most  democratic 
of  all  American  institutions:  aristocratic 
in  the  establishing  of  the  best  principles 
and  standards  as  the  ruling  forces  ;  dem- 
ocratic in  treating  every  man  like  every 
other  in  respect  to  the  duty  of  establish- 
ing these  principles  and  standards  in  his 
own  bosom. 

I  allude  now  to  but  one  more  of  the 
advantages  of  a  college  training.  College 
training  fosters  an  intelligent  and  strong 
Christian  faith.  It  is  often  whispered 
that  the  college  is  the  hot-bed  of  in- 
fidelity. It  is  sometimes  feared  that  as 
knowledge  increases  piety  lessens,  and 
that  intellectual  culture  is  the  dry-rot  of 
spirituality.  Shame  on  such  whisperings 
and  fears !  Shame  that  the  study  of 
the  works  of  Omniscience  should  make 
men  atheists !  No ;  the  college  is  the 


THE   GOOD   OF  BEING  IN  COLLEGE.     31 

place  most  favorable  to  the  development 
of  a  faith  strong  as  well  as  wise.  Pres- 
ident Patton,  of  Princeton,  said,  preach- 
ing to  his  own  students : 

"  I  regard  the  conditions  of  your  train- 
ing here  as  favorable  in  the  highest  de- 
gree to  your  religious  life.  You  are  re- 
ceiving a  discipline  of  your  powers  that 
should  save  you  from  the  sophistries  to 
which  the  uneducated  fall  such  easy  vic- 
tims. You  are  acquiring  a  knowledge  of 
the  great  subjects  of  debate,  and  an  esti- 
mate of  the  men  who  have  most  right  to 
be  regarded  as  authorities  respecting 
them,  that  will  keep  you  from  calling 
any  man  master  whose  only  claim  to 
such  recognition  is  his  entertaining  dec- 
lamation. Besides  that  you  are  dealing 
with  secular  themes  under  Christian  con- 
ceptions, and  your  attention  is  turned  to 
the  specific  evidences  that  accredit  those 
Christian  conceptions.  There  is  also  an 
undergraduate  sentiment  represented  by 
the  ripest  scholars  and  the  men  of 


32  WITHIN  COLLEGE    WALLS. 


highest  intellectual  rank  among  us  that 
is  not  only  favorable  to  Christian  life, 
but  also  aggressively  and  earnestly  inter- 
ested in  Christian  work.  So  that  if  your 
religious  life  is  not  strengthened  and 
stimulated  by  your  connection  with  the 
college  the  fault  will  not  be  with  the 
college,  but  with  you." 

The  college  represents  a  condition 
safer,  far  safer  for  the  holding  and  de- 
veloping of  a  Christian  faith  than  the 
office,  the  shop,  the  factory,  the  board 
of  trade.  Intelligence  is  more  pious  than 
ignorance,  and  the  college  is  the  place 
of  intelligence.  Associations  are  more 
pure  in  the  college  than  in  any  place 
where  men  most  do  congregate.  The 
college  stands  by  the  side  of  the  home 
and  the  Church  in  the  fostering  of  an 
intelligent  and  strong  faith. 

What  is  a  college  education  good  for? 
It  is  good,  lengthening  the  period  of 
youth,  to  prolong  the  time  of  prepara- 
tion for  life ;  it  is  good  to  take  away 


T&JS  GOOD   OF  BEING  IN  COLLEGE.     33 

self-conceit ;  it  is  good  to  give  openness 
to  mind  and  heart ;  it  is  good  to  fix 
high  standards  of  character ;  it  is  good 
to  foster  an  intelligent  and  vigorous 
Christian  faith. 


34  WITHIN  COLLEGE    WALLS. 


III. 

THE    COLLEGE    FORMING   CHARACTER. 

THE  college  is  to  discipline  character, 
Its  duty  is  as  broad  as  the  humanity  of 
each  person.  The  college  is  prone  to  be 
content  with  giving  an  intellectual  training 
simply.  It  is  too  much  inclined  to  be  sat- 
isfied with  making  thinkers,  learners, 
scholars.  What  the  student  learns  in  col- 
lege represents  only  a  small  share  of  what 
the  college  should  give  to  him.  The 
character,  says  Emerson,  is  higher  than 
the  intellect ;  and  the  college  in  educating 
the  lower  is  not  to  neglect  the  higher. 
When  Matthew  Arnold  says,  "  The  true 
aim  of  schools  of  instruction  is  to  devel- 
op the  powers  of  our  mind  and  to  give 
us  access  to  vital  knowledge,"  he  may  be 
right  and  he  may  be  wrong.  He  is  right 


THE    COLLEGE  FORMING   CHARACTER.      3$ 

if  by  mind  he  means  man,  and  by  vital 
knowledge,  knowledge  that  relates  to  all 
life.  The  college,  appealing  immediately 
to  the  mental  part,  is  yet  to  train  every 
part.  The  college  is  doing  its  duty  only 
when  it  causes  men  to  regulate  appetite, 
to  crush  passion,  to  guide  desires,  to 
quicken  affections,  to  prevent  wrong,  and 
to  stimulate  right,  choices.  Which  is  the 
more  important :  for  the  student  to  know 
how  to  decline  virtus,  or  to  practise  vir- 
tue ;  to  know  the  fundamental  ethics  of 
Kant,  or  so  to  regulate  his  conduct  that 
it  may  worthily  become  a  universal  rule  ; 
to  demonstrate  all  the  propositions  of 
plane  geometry,  or  to  form  his  own  char- 
acter along  the  lines  of  righteousness  ? 
Shall  the  college  teach  us  sciences,  and 
never  lift  the  ear  to  Him  who  is  omnis- 
cient ?  Shall  the  college  teach  us  philos- 
ophy and  psychology,  and  never  quicken 
us  to  heed  the  responsibilities  of  free 
volition  ?  Shall  the  college  teach  us  laws, 
and  never  whisper  a  syllable  as  to  the 


WITHIN  COLLEGE  WALLS. 


existence  of  the  Lawgiver  ?  Every  insti- 
tution should  in  fact  illustrate  the  truth 
that  conduct,  which  is  the  exponent  of 
manhood,  is  not  simply  three  fourths,  but 
even  seven  eighths  of  life. 

In  this  work  of  giving  a  complete  equip- 
ment) to  manhood,  it  is  not  the  subject 
of  study  which  is  the  chief  agent  of  the 
college  ;  the  professor  makes  the  college 
more  than  the  curriculum  or  the  library. 
In  forming  character  the  college  should 
have  regard  to  the  character  and  the  life 
of  those  who  sit  in  its  chairs  of  instruc- 
tion. Much  that  is  suggestive  and  signifi- 
cant is  to  be  found  in  the  little  volume, 
"  How  I  Was  Educated  ;  "  but  to  me  ,the 
most  significant  feature  is  that  several  of 
the  contributors  emphasize  the  value 
of  their  teachers  above  the  value  of 
the  teaching  of  these  teachers.  It  was 
from  the  teachers  that  the  inspiration 
that  is  more  important  than  instruction 
itself  was  obtained.  A  university  has 
been  called  a  collection  of  books.  The 


THE   COLLEGE  FORMING  CHARACTER.      37 

remark  is  true ;  but  the  remark  is  not  so 
true  as  that  the  college  is  a  collection  of 
men.  Not  pedants,  or  pedagogues,  or 
buildings,  but  men,  are  to  be  sought. 
Character  begets  character  ;  manhood 
creates  -manhood.  "  If,"  said  President 
Mark  Hopkins  in  an  address  at  Williams 
College,  "  right  character  is  to  be  pro- 
duced in  connection  with  an  institution, 
it  must  be  through  the  influence  of 
those  who  have  a  right  character."  No 
name  is  more  fragrant  in  the  long  list  of 
teachers  of  this  century  on  both  conti- 
nents than  the  name  of  Arnold  of  Rugby. 
Some  teachers  have  been  more  learned, 
some  have  been  intrusted  \\  ith  more  con- 
spicuous commissions ;  but  none  have  done 
a  nobler  work  for  humanity  in  the  forma- 
tion of  character.  His  breadth  of  vision, 
his  tenderness  of  conscience,  his  sympathy 
with  the  boy  heart,  his  self-forgetfulncss, 
his  hatred  of  the  mean,  his  love  for 
children  and  for  God,  made  him  the 
great  teacher  of  our  time.  A  man  of 


38  WITHIN  COLLEGE    WALLS. 

the  type  of  Dr.  Arnold  should  sit  in 
every  college.  From  him  the  student 
would  receive  not  only  instruction,  but  also 
inspiration  for  acting  worthily  in  every 
part  in  life.  It  was  not  simply  Mark 
Hopkins  the  teacher,  or  Mark  Hopkins 
the  philosopher,  but  Mark  Hopkins  the 
man,  that  formed  the  character  of  the 
graduates  of  the  college  in  Williamstown. 
In  the  current  discussion  as  to  the 
religious  character  and  influence  of  col- 
lege we  are  inclined  to  forget  that,  more 
than  by  all  the  methods  and  means 
and  every  form  of  management/  the  col- 
lege is  made  Christian  by  the  Christian 
teacher.  If  the  professors  be  not  Chris, 
tian,  neither  required  attendance  at  church 
and  daily  prayers,  nor  affiliation  of  the 
college  with  a  sect,  nor  the  use  of  text- 
books on  theology,  has  much  worth  in 
making  the  college  Christian.  The  power 
of  the  man  behind  the  book  or  the  sub- 
ject which  he  teaches  is  much  greater 
than  the  power  of  the  book  or  the  sub- 


THE   COLLEGE  FORMING   CHARCATER.     39 

ject.  In  electing  college  studies,  it  has 
been  said,  one  should  elect  rather  teach- 
ers than  studies.  If  this  opinion  be  ex- 
treme, it  is  certainly  true  that  the  teacher 
has  more  influence  in  forming  Christian 
character  than  his  mere  teaching. 

Most  colleges  would  no  more  elect  as 
professor  one  opposed  to  Christianity,  or 
even  indifferent  to  its  claims,  than  they 
would  elect  one  notoriously  ignorant  of 
the  topic  he  would  teach.  Atheists,  scep- 
tics, agnostics  would  not  usually  be  se- 
lected as  instructors  in  truth  and  right- 
eousness. But  it  is  to  be  said  that  it  were 
well  for  the  college  to  emphasize  more 
strongly  not  simply  a  Christian  profession, 
but  also  aggressive  Christian  manhood  and 
manliness  in  the  person  of  its  professors, 
with  a  view  to  the  training  of  Christian 
manhood  and  manliness  in  the  person  of 
its  students.  For  the  college  should  be 
Christian  in  no  narrow  or  technical  sense. 
It  should  be  Christian  in  that  the  Chris- 
tian attitude  is  that  of  the  most  vigorous 


4O  WITHIN  COLLEGE    WALLS. 

morality,  the  broadest  philanthropy,  and 
the  wisest  charity;  in  that  it  represents 
the  noblest  motives,  the  purest  sentiment, 
and  the  most  aggressive  righteousness. 
The  college  should  be  Christian  because 
Christianity  is,  on  naturalistic  grounds,  the 
survival  of  the  fittest  in  religion,  and  be- 
cause, on  other  grounds,  it  is  a  divinely 
given  system  of  truth  for  the  control  of 
conduct.  It  should  be  Christian  because 
Christianity  represents  the  finest  type  of 
manhood  and  of  character. 

I  would  not  be  interpreted  as  arguing 
that  every  college  professor  should  be  a 
member  of  an  orthodox  or  of  any  other 
church.  I  would  not  be  understood  as 
implying  but  that  very  worthy  teachers 
may  be  found  who  fail  to  accept  the  tech- 
nical truths  of  Christianity.  I  would,  how- 
ever, be  understood  to  affirm  that,  if  the 
college  is  to  be  Christian  in  its  influence, 
no  wealth  of  learning  should  be  suffered 
to  atone  for  poverty  in  the  moral  ele- 
ments of  character,  The  very  least  which 


THE    COLLEGE   FORMING   CHARACTER.      4! 

a  college  should  demand  is  that  the  gen- 
eral influence  of  its  teachers  be  sympa- 
thetic with  Christian  movements  and  loyal 
to  Christian  principles.  The  simplest  con- 
dition is  that  at  least  its  atmosphere  be 
Christian.  This  atmosphere  is  formed  by 
the  character  of  its  teachers. 

That  the  thought  of  thinking  men  is 
giving  heartier  assent  to  the  proposition 
that  the  Christian  teacher  is  the  Christian, 
college,  I  firmly  believe.  We  are  becom- 
ing convinced  that  no  religious  "ways  or 
means"  can  serve  as  a  substitute.  The 
college,  in  its  influence  over  students, 
should  occupy  somewhat  the  position 
which  Agassiz  declared  should  be  the  ob- 
ject of  the  museums  of  natural  history. 
In  1868  this  great  teacher  wrote: 

"  The  great  object  of  our  museums 
should  be  to  exhibit  the  whole  animal 
kingdom  as  a  manifestation  of  the  Su- 
preme Intellect.  Scientific  investigation  in 
our  day  should  be  inspired  by  a  purpose 
as  animating  to  the  general  sympathy  as 


42       WITHIN  COLLEGE  WALLS. 

was  the  religious  zeal  which  built  the 
Cathedral  of  Cologne  or  the  Basilica  of 
St.  Peter's.  The  time  is  passed  when 
men  expressed  their  deepest  convictions 
by  wonderful  and  beautiful  religious 
edifices,  but  it  is  my  hope  to  see,  with 
the  progress  of  intellectual  culture,  a 
structure  arise  among  us  which  may  be  a 
temple  of  the  revelations  written  in  the 
material  universe.  If  this  be  so,  our 
buildings  can  never  be  too  comprehensive, 
for  they  are  to  embrace  the  infinite  work 
of  Infinite  Wisdom.  They  can  never  be 
too  costly,  for  they  are  to  contain  the 
most  instructive  documents  of  Omnipo- 
tence.'* 

If  a  museum  of  birds  and  fishes  and 
brutes  has  as  its  chief  object  the  "  mani- 
festation of  the  Supreme  Intellect,"  a  col- 
lege, composed  of  young  men  and  women, 
should  have  as  its  aim  an  object  no  less 
comprehensive  or  worthy.  With  its  aim 
of  the  training  of  Christian  manhood,  it 
certainly  should  have  Christian  manhood 


THE   COLLEGE   FORMING   CHARACTER.     43 

in  the  person  of  its  teachers.  The  lack 
of  this  manhood  vitiates  all  other  agen- 
cies and  methods ;  the  possession  of  this 
manhood,  worth  more  than  all  else,  ren- 
ders other  agencies  vigorous  and  other 
methods  efficient.  Whoever  admits  that 
the  moral  character  of  the  individual  is  as 
important  as  the  intellectual  would  prob- 
ably also  admit  that  it  is  the  duty  of  the 
college  to  train  the  moral  as  well  as  the 
intellectual  character  of  its  students.  If 
any  one  were  prepared  to  deny  that  the 
college  should  endeavor  to  instruct  and 
to  improve  the  religious  nature  of  its 
students,  he  would  certainly  not  deny  that 
the  college  owes  a  duty  to  those  moral 
elements  of  manhood  which  are  even 
more  fundamental  than  the  religious  in- 
stincts. If  any  one  should  argue  in  favor 
of  the  removal  of  all  those  college  laws 
which  usually  exist  as  aids  in  the  control 
of  students,  and  should  affirm  that  com- 
plete liberty  is  the  best  condition  and 
means  of  promoting  this  control,  he  would, 


44  WITHIN  COLLEGE    WALLS. 

as  the  very  basis  of  his  plea,  grant  the 
importance  of  the  moral  character.  If  a 
man  is  more  than  a  mere  knowing  ani- 
mal;  if  he  has  feeling,  appetites,  desires, 
affections,  instincts,  passions,  and  the  power 
of  making  choices ;  if,  furthermore,  the 
college  is  designed  to  minister  to  other 
than  the  demands  of  the  intellect,  if  its 
purpose  is  broader  than  to  afford  facilities 
for  the  gaining  of  knowledge  and  mental 
discipline, — then  it  becomes  the  duty  of 
the  college  to  train  the  moral  character 
of  its  students.  Whoever  either  knows 
the  history  of  American  colleges,  or  con- 
siders the  fundamental  characteristics  of 
human  nature,  and  especially  the  demands 
which  our  modern  life  makes  upon  edu- 
cated men,  will  be  more  than  willing  to 
grant  it  is  the  duty  of  our  colleges  to 
discipline  the  moral  as  well  as  the  intel- 
lectual character  of  their  students. 

Yet,  despite  these  axiomatic  consider- 
ations, it  is  evident  that  a  tendency  exists 
among  our  colleges  either  to  minimize 


THE   COLLEGE  FORMING   CHARACTER.     4$ 

this  duty  or  to  neglect  its  performance. 
The  enlargement  of  the  courses  of  study 
over  the  improvement  in  the  methods  of 
instruction  has  seemed  to  degrade  those 
characteristics  of  a  college  education  which 
are  not  strictly  intellectual.  Religious  im- 
pulses and  influences  have  probably  less 
strength  than  they  have  possessed  at 
many  periods.  Endeavors  to  surround  the 
students  with  a  pure  moral  atmosphere 
have  in  certain  colleges  lost  a  vigor  and 
constancy  formerly  possessed.  But  the 
custom  of  the  selection  of  teachers  and 
professors  chiefly  or  merely  upon  intel- 
lectual grounds  is  perhaps  the  strongest 
indication  that  the  colleges  are  inclined  to 
abdicate  their  throne  of  ethical  instruction. 
It  is  not  to  be  said  that  those  whose 
habits  are  corrupt  or  corrupting  would  be 
selected  as  teachers  in  any  college ;  but 
it  is  to  be  said,  and  with  emphasis,  that 
the  teachers  are  not  chosen  on  the  ground 
of  their  capacity  for  impressing  moral 
ideas  and  ideals  upon  young  men.  Con- 


46      WITHIN  COLLEGE  WALLS. 

sidered  in  some  degree  this  capacity  may 
be,  but  the  degree  is  confessedly  slight. 
The  professor  should  be  a  man  who  lives 
such  a  vigorous  and  earnest  moral  life 
that  his  scholars  will  be  attracted  toward 
it ;  he  should  be  one  who  entertains  such 
ideals  of  character  that  his  students  will 
be  urged  toward  their  attainment. 

In  collegiate  administration  it  should 
be  noted  that  character  and  the  ability  of 
forming  character  ought  to  be  regarded 
as  a  most  important  element  in  the  selec- 
tion of  tutors  and  professors.  This  ability 
should  not  be  subordinated,  as  too  fre- 
quently in  practice  it  is  subordinated,  to 
intellectual  considerations.  Not,  of  course, 
be  it  said,  that  professors  shall  have  an 
intellectual  armor  less  complete  or  less 
brilliant  or  less  modern,  but  that  they 
shall  have  a  character  more  thoroughly 
fitted  to  arouse  moral  earnestness  among 
their  students.  Not  that  there  be  fewer 
manly  scholars,  like  Louis  Agassiz,  but 
that  there  be  more  men,  and  scholarly 


THE   COLLEGE  FORMING  CHARACTER.      4? 

men,  like  Mark,  and  Albert,  Hopkins. 
The  principles  of  the  administration  of  a 
college,  and  of  which  President  Hopkins's 
character  furnishes  a  noble  illustration, 
are  well  set  forth  in  the  semi-centennial 
address  already  quoted  from.  President 
Hopkins  said  : 

"  No  formal  arrangement  without  Chris- 
tian men,  no  having  or  saying  of  prayers, 
will  avail  anything  without  men  who  pray. 
Christianity  is  not  a  mere  set  of  dogmas : 
it  is  Christ  revealed  in  His  perfect  char- 
acter. He  is  the  head  of  the  race.  He  is 
not  only  the  light  of  the  world  as  a  per- 
fect teacher  in  all  that  relates  to  character 
and  ultimate  destiny,  but  also  a  perfect 
example.  He  is  the  man.  In  His  religion 
is  the  hope  of  the  world.  The  greatest 
boon  that  can  come  to  any  one  is  to  be 
brought  into  personal  relation  to  this,  and 
sympathize  with  Him  by  voluntary  com- 
mitment and  by  having  a  character  like 
His.  Herein  is  the  difference  between  the 
place  of  Christianity  in  a  theological  semi- 


WITHIN  COLLEGE  WALLS. 


nary  and  a  college.  In  a  college  it  should 
be  so  handled  as  to  bear  upon  character 
without  sectarianism.  This  can  and  ought 
to  be  done.  Christianity  is  the  greatest 
civilizing,  moulding,  uplifting  power  on 
this  globe,  and  it  is  a  sad  defect  in  any 
institution  of  high  learning  if  it  does  not 
bring  those  under  its  care  into  the  closest 
possible  relation  to  it,  so  far  as  it  is 
such  a  power.  Through  it  the  students 
are  to  be  trained  in  moral  and  spiritual 
gymnastics.  Why  not  ?  We  here  reach 
the  broadest  and  most  philosophical  con- 
ception of  education.  It  includes  the 
whole  man.  If  man  is  to  be  educated 
physically  and  intelligently  because  he 
has  a  physical  and  intelligent  nature,  why 
should  he  not  be  educated  and  trained 
morally  and  spiritually  because  he  has  a 
moral  and  spiritual  nature?  I  see  no 
reason  why  there  should  not  be  in  a 
college,  and  enter  into  the  very  concep- 
tion of  it,  those  who  are  engaged  in  the 
higher  gymnastics.  If  men  are  to  be 


THE   COLLEGE   FORMIXG   CHARACTER.      4Q 

trained  to  be  strong  in  muscle,  why  not 
to  be  strong  in  the  Lord  ?  If  to  wrestle 
with  each  other,  why  not  with  wicked- 
ness ?  If  to  carry  on  mimic  fights  and 
boxing,  why  not  to  fight  the  good  fight 
of  faith  ?  If  to  gain  the  crown  of  victory 
in  contests  with  each  other,  why  not  '  an 
incorruptible  crown  '  ?  If  to  run  races 
in  the  gymnasium  and  on  the  campus, 
why  not  to  run  the  race  that  is  set  be- 
fore them  in  which  they  are  '  compassed 
about  with  so  great  a  cloud  of  witnesses '  ? 
Why,  in  short,  if  they  are  to  be  trained 
in  bodily  exercise,  that  'profiteth  little,' 
should  they  not  be  trained  in  'godliness, 
that  is  profitable  unto  all  things '  ?  This 
broad  conception  of  education  has  been 
the  conception  of  it  in  this  college  in  the 
past.  If  not  personally  recognized,  it  has 
pervaded  its  atmosphere,  it  has  made  min- 
isters of  the  Gospel  and  missionaries,  and 
has  a  general  uplifting  power.  It  is  the 
conception  of  education  here  to-day.  I 
trust  it  will  continue  to  be.  If  not,  the 


SO      WITHIN  COLLEGE  WALLS. 

glory  of  the  college  will  have  departed. 
If  this  college  shall  drop  down  into 
a  merely  secular  spirit,  in  the  train- 
ing of  the  lower  parts  of  man's  nature, 
so  that  it  shall  cease  to  be  in  sympathy 
with  Him  whose  object  it  is  to  train  to 
a  perfect  character  that  world  which  is 
symbolized  on  the  missionary  monument, 
it  will  no  longer  be  Williams  College."* 
It  is  the  teacher,  it  is  the  man  more 
than  the  teacher,  which  makes  the  college. 
An  institution  lately  invited  to  one  of  its 
important  chairs  a  young  minister  who 
had  no  special  knowledge  of  the  depart- 
ment he  would  teach.  Surprise  was  ex- 
pressed that  some  one  thoroughly  trained 
should  not  have  received  the  appointment. 
The  answer  was :  "  We  want,  first  and 
foremost,  a  man,  and  one  who  can  make 
men."  The  answer  was  sound.  For  to 
the  student  the  manhood  of  the  professor 
is  more  significant  than  his  scholarship. 

*  Address  delivered  at  fiftieth  anniversary  of  becoming 
president  of  Williams  College. 


THE    COLLEGE  FORMING   CHARACTER.      5 1 

The  student  is  influenced  more  by  the 
professor  than  by  the  professorship,  more 
by  the  man  than  by  the  professor.  There- 
fore that  superintendent  of  public  schools 
was  wise  who  said  :  "I  am  not  going  to 
ask  for  deep  learning  as  the  first  qualifica- 
tion of  my  teachers.  I  shall  ask,  first,  for 
firm,  high,  noble  character;  second,  for 
fine  manners  ;  third,  for  sound  learning  ; 
fourth,  for  professional  training." 

In  a  few  colleges  it  may  be  felt  that  the 
professor  is  overstepping  his  proper  func- 
tions in  either  aiming  at  or  endeavoring 
to  give  more  than  an  intellectual  training. 
With  such  a  feeling  we  believe  that  no 
parent  or  guardian  of  youth  sympathizes. 
The  father  sends  his  son  to  college  less, 
far  less,  to  read  Greek  and  history,  to 
study  philosophy  and  mathematics,  than 
to  fit  that  son  to  occupy  with  dignity 
and  usefulness  any  poskion  to  which  he 
may  be  called.  Every  father  knows  that 
jn  the  acting  well  his  part  in  life  the 
general  character  of  his  son  is  more  im- 


52  WITHIN  COLLEGE    WALLS. 

portant  than  any  one  element  of  that 
character,  even  if  that  element  be  intel- 
lectual. Instead,  therefore,  of  doubting  as 
to  their  right  to  influence  college  students 
along  the  line  of  moral  character,  we 
venture  to  believe  it  were  well  for  pro- 
fessors to  realize  the  duty  which  they 
thus  owe  not  only  to  their  students,  but 
to  the  entire  collegiate  constituency  and 
to  the  nation. 


CERTAIN  COLLEGE    TEMPTATIONS.      53 


IV. 

CERTAIN    COLLEGE    TEMPTATIONS. 

THE  college  man  is  the  best  young 
man  to  be  found  beneath  the  sun.  He  is 
absent  from  home,  yet  he  is  at  home 
with  his  companions.  He  meets  few  ladies, 
yet  he  has  a  knight's  reverence  for  woman- 
hood. He  is  obedient  to  what  he  con- 
siders proper  rules,  but  rebels  against 
what,  is  deemed  improper  restraint.  He  is 
vigorous  in  intellect,  strong  in  conviction, 
yet  he  is  sympathetic  with  the  best  in  all 
life.  He  is  conscious  that  he  is  richly  en- 
dowed with  mental  gifts,  and  knows  well 
his  privileges ;  but  he  is  self-forgetful  and 
self-sacrificing.  Such  a  man  must  be 
subject  to  many  and  hard  temptations. 

In  the  manner  of  the  old  preachers,  I 
would  first  say  what  his  temptations  are 


54  WITHIN   COLLEGE    WALLS. 

not.  It  is  frequently  remarked  that  the 
college  man  is  allured  into  the  base  in- 
dulgence of  base  passion.  "  The  fast  set " 
is  supposed  to  be  a  set  at  once  pretty 
large  and  pretty  fast  at  the  college.  I 
have  some  facts,  elicited  with  labor  and 
compiled  with  care,  proving  that  the  col- 
lege man  is  not  as  cold  as  ice.  I  wish 
the  record  were  less  dark  than  it  is.  But, 
despite  this  evidence,  I  do  believe,  and 
believe  upon  evidence,  that  the  morals  of 
the  American  college  student  are  cleaner 
than  the  morals  of  the  young  man  in  the 
office  or  behind  the  counter  or  at  the 
bench.  His  life  and  associations  belong  to 
the  realm  of  the  intellect,  not  to  the  realm 
of  the  appetite.  His  discipline  is  a  train- 
ing in  that  virtue  the  most  comprehen- 
sive of  all  virtues — the  virtue  of  self- 
control.  He  is  able  to  trace  more  care- 
fully than  most  the  relation  of  cause  and 
effect  in  the  sphere  of  moral  action.  He 
recognizes  the  penalties  of  base  indul- 
gence. It  is,  therefore,  my  conviction  that 


CERTAIN  COLLEGE    TEMPTATIONS.      55 

the  college  man  is  at  once  less  tempted 
to  the  evil  satisfaction  of  evil  appetites 
and  less  indulgent  toward  this  satisfaction 
than  are  most  young  men. 

The  temptations  of  the  college  student 
belong  to  a  realm  which  we  think  some- 
what higher  in  moral  value  than  the 
sensual. 

One  of  the  temptations  which  besets 
the  man  in  college  is  the  tendency  toward 
intellectual  scepticism.  All  scepticism  is 
either  more  or  less  intellectual.  The  life 
of  the  student  is  pre-eminently  an  intel- 
lectual life  :  it  is  a  life  in  its  early  part  of 
scholarship  and  relatively  little  thought ;  it 
is  a  life  in  its  latter  part  of  relatively  less 
scholarship  and  more  thought.  Upon  him 
through  both  scholarship  and  thought  are 
thrust  for  solution  all  those  problems 
which  lie  at  the  foundation  of  being. 
The  existence  of  God,  the  freedom  of 
the  individual  will,  the  presence  of  evil  in 
a  moral  universe, — to  these  and  kindred 
questions  he  is  compelled  by  the  force  of 


56       WITHIN  COLLEGE  WALLS. 

his  environment  and  of  his  own  nature 
to  give  an  answer.  Such  questions,  put 
before  him  in  a  comprehensive  shape,  are 
new.  The  difficulties  in  the  way  of  giv- 
ing an  answer  such  as  would  be  in  har- 
mony with  early  convictions  are  many 
and  strong.  So  many  and  strong  do 
these  difficulties  often  seem  to  be,  that 
they  are  sufficient  to  move  him  from 
the  intellectual  position  he  has  long  held. 
From  unreasoning  faith  he  is  flung  into 
reasoning  doubt.  His  «.ge  as  well  as  his 
study  contributes  to  this  result.  He  may 
have  as  a  professor — though  seldom — one 
who  promotes  his  intellectual  restlessness. 
He  finds  books,  scores  in  number  and 
able  as  the  ablest,  presenting  the  side  of 
doubt  with  a  persuasiveness  born  of  con- 
viction as  well  as  of  scholarship.  As  a 
result  he  first  becomes  a  sceptic  in  the 
original  meaning  of  the  word,  and 
secondly  he  becomes  a  sceptic  in  its 
secondary  meaning.  This  result  is  not 
to  be  understood  as  either  inevitable  or 


CEKTAIX   COLLEGE    TEMPTATIONS.      57 

frequent  ;  but  the  tendency  exists  in  most 
minds  to  a  slight  degree,  in  some  minds 
to  a  strong  degree,  and  in  a  few  rainds 
to  an  exceedingly  powerful  degree. 

From  this  lamentable  result,  as  unneces- 
sary as  it  is  lamentable,  most  college  men 
are  saved.  They  are  saved  from  it  by 
what  may  be  called  the  perpendicular 
forces  of  their  own  mind  ever  tending 
toward  belief  in  the  spiritual  verities. 
They  are  saved  from  it  by  the  study  of 
the  best  books  upon  these  themes — and 
the  books  in  favor  of  belief  are  better 
than  the  best  books  in  favor  of  disbelief. 
They  are  saved  from  it  by  the  personal 
influence'  and  intellectual  leadership  of 
teachers.  Scholarship  is  not  sceptical ; 
thought  is  not  sceptical.  The  college 
man,  therefore,  in  scholarship  more  thor- 
ough and  in  thought  more  profound, 
than  is  his  brother  living  without  college 
walls  ceases  to  be  the  victim  of  intel- 
lectual scepticism  and  becomes  the  repre- 
sentative of  spiritual  belief. 


$8       WITHIN  COLLEGE  WALLS. 

A  second  temptation  of  the  college  stu- 
dent is  an  inclination  toward  Christian 
lethargy  or  religious  indolence.  This  is 
probably  the  most  comprehensive  and  pos- 
sibly the  most  dangerous  allurement  that 
assaults  him.  It  is  more  common,  I  think, 
in  the  colleges  of  the  East  than  in  the 
colleges  of  the  West  ;  but  it  affects  most 
students  in  most  colleges  to  some  extent. 
It  arises  from  the  attention  which  the  col- 
lege pays  to  things  that  are  merely  intel- 
lectual. The  college  is  an  agency  for  the 
training  of  character.  One  means  of  this 
agency,  and  the  most  conspicuous,  is  the 
use  of  the  mind  on  certain  subjects  of 
knowledge.  The  college  is  ordained  to 
train  the  intellect,  but  to  train  the  intellect 
not  for  the  sake  of  the  intellect  only,  but 
as  the  intellect  is  a  part  of  the  whole  man, 
which  represents  the  supreme  and  largest 
aim.  But  the  college  student,  and,  indeed, 
the  college  professor,  is  prone  to  permit 
the  purpose  of  the  discipline  of  the  intel- 
lect— a  purpose  more  immediately  present 


CERTAIN   COLLEGE    TEMPTATIONS.      59 

than  the  ultimate  aim  of  the  edification 
of  character — to  conceal  this  ultimate  aim. 
The  college  man,  moreover,  as  every  man, 
seems  to  have  a  certain  amount  of  force 
to  put  into  any  service.  Therefore,  as  he 
thinks  himself  obliged  to  devote  the  large 
share  of  his  force  to  intellectual  pur- 
suits, he  finds  it  easy  for  his  Christian 
energies  to  become  dormant.  The  emo- 
tional, the  moral  nature  suffers  for  the 
time  through  this  great  attention  paid  to 
the  intellectual.  The  same  result  occurs 
in  the  theological  seminary.  It  is  well 
known  that  the  tone  of  piety  among 
those  preparing  for  the  ministry  is  not  so 
high  as  among  those  who  are  ministers. 
These  undergraduates  in  theology  are 
putting  their  forces  into  the  intellectual 
aspects  of  Christian  truth  ;  the  emotional 
sides  of  their  character  —  sides  in  which 
piety  seems  most  to  delight  to  manifest 
itself — are  suffered  to  remain  uncultivated. 
"  I  am  pained  to  say  I  am  losing  my 
Christian  enthusiasm,"  remarked  a  Senior 


60      WITHIN  COLLEGE  WALLS. 

in  a  college  prayer-meeting.  "  I  think  I 
have  been  losing  it,"  he  continued,  "  ever 
since  my  Freshman  year."  It  is  not  un- 
usual to  hear  college  men  express  such  a 
sentiment.  I  doubt  not  that  most  'stu- 
dents believe  they  have  less  enthusiasm 
for  Christian  things  on  the  day  they  re- 
ceive their  diploma  than  on  the  day  they 
received  their  papers  of  admission.  They 
are  probably  less  inclined  to  support 
either  through  attendance  or  through 
speech  the  class  prayer-meeting  in  the 
Senior  than  in  the  Freshman  year.  They 
also  are  probably  less  inclined  to  learn 
the  "  spiritual  condition  "  of  their  class- 
mates. Their  own  spiritual  vision  is  prob- 
ably less  constantly  directed  toward  them- 
selves in  the  last  term  of  the  last  year  of 
the  course  than  in  the  first  term  of  the 
first  year.  Such  conditions  and  circum- 
stances have  a  certain  vaL.e  as  evidence 
of  the  decline  of  the  Christian  enthusiasm 
of  college  men.  Such  conditions  and  cir- 
cumstances college  men,  are  inclined  to 


CERTAIN   COLLEGE    TEMPTATIONS.      6 1 

believe  prove  that  their  Christian  enthu- 
siasm has  lessened ;  and  they  infer  that 
the  college  education  is  the  cause  of  the 
lessening. 

It  would  be  sad  if  the  culture  of  the  in- 
tellect should  be  coincident  with,  even  if 
not  the  cause  of,  the  hardening  of  the 
heart.  It  would  be  sad  if  the  college 
which  was  established  to  train  men  as 
ministers  should  train  men  away  from  the 
ministry.  It  would  be  sad  if  the  more 
college  men  knew,  the  less  inclined  they 
should  be  to  include  a  knowledge  of  God 
within  the  circle  of  knowledge ;  and  even 
if  somewhat  inclined  to  include  a  knowl- 
edge of  God,  it  would  be  still  more 
pitiable  if  they  were  less  inclined  to  let 
the  treasures  of  their  love  for  Him  increase 
with  the  increasing  treasures  of  knowledge 
and  culture.  If  a  college  education  does 
tend  to  diminish  Christian  enthusiasm,  the 
college  education  is  either  pursuing  low 
ideals  or  is  based  on  false  methods  or  is 
employing  unworthy  agencies. 


WITHIN  COLLEGE  WALLS. 


Yet  the  impression  prevails  that  a  col- 
lege training  does  tend  to  lessen  Chris- 
tian enthusiasm.  Superficial  and  circum- 
stantial evidence  tends  to  confirm  the  im- 
pression. But  the  impression  is  false. 

Enthusiasm  is  at  once  a  mental  and  an 
emotional  quality.  Emotional  enthusiasm 
is  forth-putting,  vociferous,  noisy.  It  is 
self-assertive,  lacks  self-control,  adopts  the 
fantastic  as  easily  as  the  fitting  form  of 
manifestation.  It  is  not  supported  by  the 
judgment.  It  is  raw,  sensitive,  "  soft,"  as 
horsemen  say  of  a  colt.  Such  enthusiasm 
the  college  curbs,  trains,  lessens.  Such  en- 
thusiasm the  college  ought  to  curb,  train, 
lessen.  Such  enthusiasm,  if  doing  some 
good,  does  also  more  harm.  Such  en- 
thusiasm is  the  enthusiasm  of  the  colt, 
spurring  it  to  its  death.  Such  enthusiasm 
requires  control,  guidance.  The  college 
gives  control  and  guidance,  forbidding  its 
fantastic  exhibitions,  compelling  it  to  run 
in  proper  channels  toward  proper  goals. 
The  controlling  of  such  lawless  enthusiasm 


CERTAIN   COLLEGE    TEMPTATIONS.        $ 

gives  the  impression  of  its  diminution, 
and  of  its  diminution  to  a  degree  greater 
than  the  fact  indicates. 

But  Christian  enthusiasm  is  also  of  the 
intellect  and  of  the  will  as  well  as  of  the 
emotions.  This  enthusiasm  is  loyalty  to 
Christian  principle.  It  is  willingness  to  fol- 
low the  star  of  Duty,  however  remote  the 
spot  to  which  she  leads  or  precipitous  the 
path  along  which  she  gleams.  It  is  the 
surrender  of  the  whole  man  to  the  pur- 
poses of  Christ.  It  is  obedience  to  "the 
heavenly  vision."  It  is  the  confessed  ob- 
ligation to  preach  "  the  Gospel  to  them 
who  are  at  Rome  also,"  even  if  Rome  is 
to  prove  to  be  one's  Calvary.  This  Chris- 
tian enthusiasm  is  as  silent  as  the  move- 
ment of  the  stars,  and  as  resistless,  burning 
too  with  the  steadiness  of  the  planets.  It 
has  a  sense  of  the  fitness  of  things.  It  is 
not  boastful.  It  puts  forth  no  platform ;  it 
marches  to  no  crusade ;  it  flaunts  no  flag. 
Its  onward  goings  are  not  thunderous,  but 
of  the  still,  small  voice  of  truth.  Such 


6*4      WITHIN  COLLEGE  WALLS. 


enthusiasm  the  college  not  only  does  not 
lessen,  but  does  even  develop.  If  a  col- 
lege training  means  anything  in  America, 
it  means  loyalty  to  Christian  duty — a  loy- 
alty as  steady  as  time's  flow,  as  hearty 
as  the  needs  of  humanity  are  desperate, 
as  wise  as  a  trained  discrimination  can 
teach,  as  mighty  to  overcome  obstacles  as 
are  the  obstacles  great.  Such  loyalty  the 
colleges,  in  the  personal  character  of  their 
officers  no  less  than  in  the  wisdom  of  the 
books  studied,  are  daily  teaching.  Such 
loyalty  is  a  principle  more  controlling  of 
the  Senior  receiving  his  diploma  than  of 
the  Freshman  receiving  his  certificate  of 
admission.  Such  loyalty  is  the  larger  and 
more  precious  part  of  Christian  enthu- 
siasm. Christian  enthusiasm,  in  its  essen- 
tial and  permanent  elements,  is  not  les- 
sened, but  magnified,  by  the  education  of 
the  college. 

I  know  that  thousands  of  Christian 
parents  are  at  this  hour  in  distress  by 
reason  of  the  fear  that  their  sons  and 


CERTAIN   COLLEGE    TEMPTATIONS.      65 

daughters  in  college  are  losing  their  spir- 
itual enthusiasm.  From  time  to  time  as 
these  children  return  home  fathers  and 
mothers  think  they  detect  a  waning  in 
things  of  the  Spirit.  May  I  be  suffered 
to  assure  such  parents  that  (if  no  im- 
moral offending  have  occurred)  their  dis- 
tress is  unnecessary,  that  their  fears  are 
groundless  ?  The  manifestation  of  the 
love  of  their  children  for  Christ  and  for 
Christian  things  is  changing,  but  the  love 
itself  is  rather  deepening  than  becoming 
shallow.  Like  the  brook  becoming  the 
river,  it  is  more  quiet  because  it  is  deep- 
ening. The  older  children  grow,  the 
fewer  the  kisses  they  give  their  parents, 
but  the  more  they  love  those  parents ; 
loyalty  to  them  is  more  loyal  at  the 
son's  age  of  twenty-five  than  of  fifteen. 
The  loyalty  of  the  college  man  to  his 
Christ  in  his  Senior  year  is  less  effusive, 
less  emotional,  than  in  his  Freshman  year, 
but  it  is  deeper,  stronger,  steadier,  less 
selfish,  more  profound  in  its  hold  on  prin- 


66      WITHIN  COLLEGE  WALLS. 

ciple,    and  wider  in  the  application    of    its 
forces.     It    is   such   loyalty,  like   the   river, 

"  Strong  without  rage  ;    without  o'erfiowing  full," 

which    the    college   thinks   it    a   duty,  as  it 
is   a    delight,    to    develop. 

The  evil,  therefore,  of  this  temptation 
is  usually  transient.  For  the  culture  of 
the  intellect  results  in  the  culture  of  the 
emotional  nature,  and  the  emotional  nature 
becomes  more  tender,  more  reverential, 
more  strong  in  its  affections,  more 
noble  in  its  aspirations,  more  confiding 
in  its  hopes,  and  more  rich  in  its  satis- 
factions, because  of  the  culture  of  the 
intellect.  The  enrichment  of  the  intel- 
lect of  the  Christian  man  insures  the 
enrichment  of  his  piety.  Spiritual  leth- 
argy and  religious  indolence  are  not 
the  permanent  results  of  the  finest  in- 
tellectual culture ;  rather  they  are  the 
results  of  a  culture  which  is  neither  fine 
nor  broad,  neither  profound  nor  high;  of 
a  culture  which  has  rather  the  conceit  of 


CERTAltf  COLLEGE    TEMPTATIONS.     6? 

knowledge  than  knowledge,  and  of  which 
the  superficiality  is  excelled  only  by  its 
arrogance.  Genuine  intellectual  culture 
never  produces  spiritual  atrophy  or  per- 
manent -  spiritual  lethargy.  In  time  this 
culture  gives  force  as  well  as  wisdom  to 
piety.  We  are  commanded  to  love  our 
God  with  our  mind  as  well  as  with  our 
heart. 

The  most  serious  problem  which  the 
Christian  college  has  set  before  it  in  these 
recent  years  lies  in  this  region — the  co- 
ordination of  increasing  intellectual  culture 
with  increasing  spiritual  culture.  The  col- 
leges must  keep  their  windows  open  to 
all  intellectual  light.  No  truth  should  be 
discovered  but  that  each  college  should 
claim  some  share  in  the  possession  of  the 
new  and  priceless  treasure  ;  but  the  college 
is  not  for  a  single  instant  to  lose  sight 
of  the  fact  that  it  is  Christian,  and  that 
it  was  founded  and  endowed  by  either 
the  munificence  of  wealth  or  the  econo- 
mies of  poverty  for  forming  Christian 


68  WITH IX  COLLEGE    WALLS. 

character  in  its  students.  It  is,  therefore, 
so  to  hold  the  truth  and  so  to  impress 
the  truth  that  the  manhood  which  it 
moulds  may  be  vital  with  the  spirit  of 
Him  who  called  Himself  "  the  truth."  It 
is  not  to  be  feared  but  that  this  co-or- 
dination will  ultimately  be  properly  effect- 
ed ;  but  it  is  to  be  feared  that  in  the 
process  of  making  this  adjustment  either 
the  cause  of  scholarship  or  the  cause  of 
religion  may  suffer.  We  may  apprehend 
that  some  colleges  may  become  so  intent 
on  the  discovery  and  exhibition  of  truth 
that  they  will  forget  their  purpose  of 
forming  Christian  character.  It  seems  to 
me  that  Harvard  was  several  years  since 
in  peril  of  obscuring  this  purpose  in  its 
interest  for  its  "  new  courses "  of  study. 
It  is  a  peril,  however,  which  is  far  less 
evident  to-day  than  a  decade  ago,  and  a 
peril  which  its  president,  its  preachers, 
and  many  other  officers  are  doing  much 
to  remove.  On  the  other  hand,  we  may 
apprehend  that  some  colleges  will  be  so 


CERTAIN  COLLEGE    TEMPTATIONS.      69 

solicitous  as  to  the  moral  and  Christian 
culture  of  their  students — though  it  would 
be  hard  to  think  of  such  solicitude  being 
too  urgent — and  so  content  with  methods 
which  have  succeeded,  that  they  may 
unduly  hesitate  to  welcome  new  truth  and 
new  methods  which  are  superior  to  the 
old.  The  college  which  is  the  most  wise 
will  avoid  both  perils  and  possess  both 
excellences.  That  college  will  have  the 
eye  of  its  mind  open  to  all  that  is  true 
in  the  enlarging  province  of  thought  and 
scholarship ;  it  will  also  keep  the  right 
hand  of  its  Christian  faith  firmly  and 
gently  resting  in  loving  benediction  upon 
the  head  of  each  of  its  students. 


70  WITHIN  COLLEGE    WALLS. 


V. 

COLLEGE  'GOVERNMENT. 

ALL  men  like  to  be  their  own  masters. 
College  men  are  men,  and  therefore  pre- 
fer to  be  their  own  guides  in  matters  of 
conduct.  The  college  man  abhors  being 
the  object  of  espionage.  His  feeling 
toward  the  spy  is  a  union  of  con- 
tempt, hatred,  and  shame.  His  feeling 
is  a  natural  one.  His  feeling  deserves 
and  receives  sympathy.  It  is  also  safe 
enough  to  say  that  espionage  defeats  it- 
self. The  student  watched  is  usually  able 
to  circumvent  the  watchman.  Prying 
watchfulness  is  a  challenge  for  evading 
the  watchman.  The  student's  own  sense 
of  integrity  is  an  inspiration  to  him  to 
escape  the  spy,  and  the  sympathy  of  his 
fellows  in  his  evasion  proves  to  be  an  aid 
and  a  comfort. 


COLLEGE   GOVERNMENT. 


Every  one,  however,  both  officer  and 
student,  would  affirm  that  some  super- 
vision of  men  in  American  colleges  is 
necessary.  Evidently  to  secure  intellec- 
tual supervision  is  one  of  the  fundamental 
and  simple  purposes  of  being  in  college. 
I  think,  also,  there  would  be  a  general 
assent  to  the  further  proposition  that  su- 
pervision of  conduct  in  at  least  a  degree 
is  wise.  Young  men  between  the  ages 
of  eighteen  and  twenty-two  have  not  come 
to  such  power  of  judgment  or  self-mas- 
tery that  it  is  expedient  to  fling  them 
into  the  manifold  and  trying  conditions 
of  the  college  without  some  eye  to  see 
them  or  some  hand  to  point  out  the 
worthiest  paths.  The  law  itself  contem- 
plates that  the  age  of  freedom  shall  not 
be  earlier  than  the  twenty-first  birthday. 
In  the  absence  of  parental  influence  the 
college  is  to  serve  as  guide,  philosopher, 
and  friend. 

The  American  college  is  beset  by  two 
movements.  One  is  a  tendency  toward 


72      WITHIN  COLLEGE  WALLS. 

making  the  relation  of  the  student  to  the 
authorities  simply  intellectual.  In  point  of 
place  this  movement  represents  a  relation 
between  the  officer  and  the  student 
limited  to  the  lecture-room ;  in  point  of 
time  this  relation  represents  a  relation  of 
officer  and  student  limited  to  the  lecture- 
hour.  The  student  may  be  an  imp  of 
darkness  in  character  or  behavior,  but 
if  at  the  time  of  a  lecture  or  exami- 
nation he  be  an  angel  to  receive  and 
emit  light  of  a  proper  quantity  or  quality, 
the  demands  of  the  officer  are  satisfied. 
Intellectual  culture  is,  it  is  thus  assumed, 
the  aim  of  the  university — to  give  it  on 
the  one  side,  on  the  other  to  receive  it. 
The  university,  therefore,  is  doing  its  full 
duty  in  securing  this  aim.  This  purpose 
has  its  fullest  finest  embodiment  in  the 
universities  of  that  country  of  great 
scholars,  Germany. 

The  second  of  the  two  movements 
affecting  our  colleges  is  the  extreme  of 
this  intellectual  tendency.  This  movement 


COLLEGE   GOVERNMENT.  73 


assumes  that  college  men  are,  in  the  light 
of  the  law  and  also  in  the  light  of  fact, 
infants ;  that  the  college  is  a  nursery ; 
and  that  the  supervision  of  those  of  tender 
years  and  inexperienced  is  to  be  minute 
and  constant.  This  movement  shows  its 
method  and  character  by  demanding  that 
the  lights  in  the  rooms  of  students  shall 
be  put  out  at  or  before  ten  o'clock  of 
each  evening,  and  shall  not  be  relighted 
before  half-past  five  the  next  morning.  It 
surrounds  the  daily  conduct  and  belong- 
ings of  the  student  with  certain  limita- 
tions ;  it  forbids  his  going  to  the  railroad 
station ;  it  looks  upon  his  departure  from 
town  as  a  moral  transgression ;  it  pro- 
hibits smoking  under  penalties  which 
would  seem  to  signify  that  the  smoke  of 
the  pipe  is  the  smoke  of  the  bottomless 
pit. 

These  two  extreme  and  antagonistic 
movements  are  acting  with  various  de- 
grees of  force  in  all  our  colleges.  It  re- 
quires no  profundity  or  length  of  state- 


74      WITHIN  COLLEGE  WALLS. 

ment  to  show  how  unworthy  each  of  these 
movements  is.  The  German  university  is 
a  model  for  the  American  college  in  many 
matters.  It  is  a  model  in  thoroughness 
of  instruction,  in  completeness  of  equip- 
ment of  a  certain  sort,  and  in  the  enthu- 
siasm of  the  teaching  force ;  but  in  certain 
other  respects  it  is  not  a  model.  Chiefly 
it  is  not  a  model  in  respect  to  the  free- 
dom from  personal  supervision.  The  Ger- 
man student  is  more  mature  than  his 
American  brother ;  his  work  at  the  uni- 
versity is  more  akin  to  the  work  of  the 
American  professional  student  than  it  is 
to  the  work  of  the  American  college  stu- 
dent. Furthermore,  what  I  venture  to  call 
the  laziness  of  the  German  student,  and 
also  certain  immoral  practices  altogether 
too  prevalent,  are  not  proper  objects  of 
imitation  for  American  students.  It  is 
known  to  every  observer  that  it  is  not 
till  toward  the  close  of  his  course  that 
the  German  student  usually  settles  down 
to  hard  work.  It  is,  further,  not  neces- 


COLLEGE   GOVERNMENT.  75 

sary  to  assume  that  this  indolence  is 
the  inevitable  result  of  the  lack  of  super- 
vision ;  but  it  may  be  said  that  a  college, 
even  if  having  regard  to  only  intellec- 
tual aims  and  methods,  must,  in  securing 
these  aims,  be  concerned  with  moral  con- 
duct and  behavior.  For  we  are  learning 
that  such  is  the  integrity  of  each  indi- 
vidual, such  a  unity  is  each  man,  that 
the  abuse  of  any  one  of  his  parts 
leads  to  evil  results  in  all  parts.  If  the 
body  is  unduly  stimulated  or  weakened, 
undue  excitement  or  lassitude  affects 
the  mind.  If  the  moral  nature  is  injured, 
either  through  the  cherishing  of  base 
ideals  or  the  following  of  base  methods 
or  the  adopting  of  base  practices,  the  in- 
tellect suffers.  Drunkenness  is  a  crime 
against  the  laws  of  the  intellect  as  well 
as  a  sin  against  ethical  principles.  Licen- 
tiousness is  a  sword  which  palsies  the  in- 
tellect as  well  as  cuts  the  nerves  of  self- 
control.  Therefore  the  American  college, 
seeking  intellectual  results,  seeking  intel- 


76      WITHIN  COLLEGE  WALLS. 

lectual  results  only,  must  conserve  moral 
standards. 

As  to  the  second  movement,  concerned 
with  the  careful  supervision  of  students, 
it  is  to  be  said  that  the  American  college 
is  to  free  itself  from  giving  a  minute  and 
constant  watchfulness  to  its  men.  For  the 
American  college  is  not  a  nursery ;  its 
students  are  not  infants.  Rules  minute 
and  inquisitive  defeat  themselves.  They 
cannot  be  enforced ;  and,  even  if  they 
could  be  enforced,  the  enforcement  would 
tend  to  do  away  with  the  fundamental 
purpose  of  a  college,  viz.,  to  fit  the  stu- 
dent to  be  his  own  worthy  master.  For 
the  purpose  of  the  college  is  to  guide  the 
student,  in  the  little  world  of  the  college 
itself,  in  such  enlarging  self-control  that 
the  translation  from  the  college  to  the 
larger  world  will  be  attended  with  the 
least  peril. 

Every  college  has  its  "  Rules  and  Regu- 
lations." It  puts  a  statement  of  these 
rules  and  regulations  into  the  hands  of 


COLLEGE   GOVERNMENT. 


every  student  entering.  These  laws  differ 
in  different  institutions.  Of  the  excel- 
lences or  defects  of  such  statements  it  is 
not  necessary  to  speak  in  detail  ;  but  it 
may  be  said  in  general  that  all  penalties 
for  the  violation  of  these  rules  should  be 
based  on  the  simple  principle  of  natural- 
ness. All  laws  should  be  made,  so  far  as 
possible,  self-acting,  self-enforcing.  The 
fracture  of  any  rule  should  carry  with  it 
its  own  punishment.  If  a  student  break 
the  law  requiring  attendance  at  reci- 
tation, the  penalty  should  be  simply  the 
prohibition  of  his  attendance.  If  the  stu- 
dent violate  the  law  of  absence  from 
town  without  permission,  the  punishment 
should  be  the  prohibition  of  his  remain- 
ing in  the  college  town.  If  the  student 
is  falling  below  the  required  standard  in 
recitations,  he  should  have  no  opportunity 
to  recite.  Such  penalties  of  the  natural, 
self-enforcing  sort  do  we  exact  in  social 
relations.  If  a  man  fail  to  behave  as  a 
gentleman,  he  soon  has  no  opportunity 


78       WITHIN  COLLEGE  WALLS. 


so  to  behave ;  he  is  ostracised  from  the 
society  of  gentlemen.  The  college  is  a 
proper  field  for  the  application  of  a 
similar  principle. 

But  in  the  supervision  of  college  men 
the  principle  and  the  method  of  super- 
vision are  far  more  important  than  the 
rules  and  regulations,  however  wisely 
framed.  The  relation  between  officer  and 
student  should  be  made  as  personal  and 
intimate  as  it  can  be  made.  It  would 
be  well  to  forget  that  one  is  a  college 
superior  and  the  other  a  college  inferior. 
It  would  also  be  well  for  the  student  to 
be  impressed  with  the  truth — and  it  is  a 
truth — that  when  he  is  discouraged  he  has 
no  better  friend  than  his  professor,  and 
that  no  one  is  better  fitted  to  advise  when 
he  wishes  counsel  or  to  cheer  when  he  is 
discouraged,  as  every  student  is  at  times 
prone  to  be.  The  student,  I  know,  is  in- 
clined to  think  that  the  teacher  is  always 
busy ;  yet  he  should  learn  that  no  teacher 
is  so  busy  but  that  he  is  happy  to  lay 


COLLEGE    GOVERNMENT.  79 

aside  all  tasks,  however  pressing,  to  have 
a  talk  with  the  student.  The  student  is 
inclined  to  think  that  the  professor  does 
not  care  for  him  and  probably  "  looks 
down  "  upon  him.  Ah  !  he  will,  when  he 
himself  becomes  a  teacher,  learn  that 
there  is  no  one  whom  the  teacher  so 
cares  for  as  he  cares  for  the  student,  and 
that  his  welfare  is  the  constant  object  of 
his  teacher's  interest  and  solicitude.  He 
is  anxious  not  only  to  keep  the  student 
out  of  the  bad,  but  also  to  aid  him  in 
securing  the  largest,  noblest,  and  finest 
good. 

Tholuck  did  a  great  work  for  the  world 
by  his  walks  and  talks  with  his  students. 
American  professors  may  do  a  great  deal 
for  the  world  by  putting  themselves  on 
terms  of  intimacy  with  their  students ;  by 
sitting  with  them  before  blazing  hearth- 
stones till  the  hearthstones  cease  to  blaze 
and  the  coals  turn  into  ashes. 

Some  colleges  appoint  of  their  profes- 
sors those  who  are  called  "  advisers,"  to 


80  WITHIN   COLLEGE    WALLS. 

be  the  special  counsellors  of  the  students. 
The  method  is  simple :  each  student  is 
assigned  to  some  one  teacher  upon  whom 
he  has  a  special  right  to  make  claims  for 
counsel.  The  method  is  a  good  one ; 
but  that  method  is  a  better  one  in  which 
by  certain  processes  of  natural  selection— 
not  by  arbitrary  enactment — each  student 
seeks  out  some  professor  and  each  pro- 
fessor seeks  out  students,  and  each  be- 
comes to  the  other  a  friend.  It  is  not 
on  the  part  of  the  student  a  toadying, 
or  on  the  part  of  the  professor  an  un- 
dignified lapse ;  it  is  on  the  part  of  each 
an  act  of  noble  gentlemanliness  of  giving 
and  receiving  help.  Happy  day  that 
when  in  all  our  colleges  such  a  relation 
of  genuine  helpfulness  becomes  the  easily 
sitting  custom  !  Happy  day  that  when  all 
teachers,  not  forgetting  that  they  are  to 
teach  the  humanities,  also  remember  with 
love  the  humanity  of  college  men ! 

The    two    foci    whence    one    may    draw 
the  whole    ellipse  of   good  college  govern- 


COLLEGE   GOVERNMENT.  8 1 

ment  and  relationships  are  respect  and 
sympathy.  To  maintain  a  proper  con- 
trol of  students,  college  officers  must 
have  the  respect  of  students.  The  sec 
ing  of  this  respect  is  promoted  by  the 
high  intellectual  character  of  the  offi- 
cers. The  scholarship  of  professors  is 
to  be  profound,  exact,  noble ;  their  power 
to  teach  adequate,  their  general  training 
sufficient.  The  nobler  their  scholarship 
and  the  more  able  their  teaching, 
greater  is  the  respect  they  receive^— /If 
their  scholarship  be  slovenly,  superficial, 
narrow,  or  if  their  equipment  be  weak, 
a  class  soon  discovers  such  omissions,  and 
converts  such  omissions  into  causes  for 
fomenting  distrust  and  disrespect.  If  the 
professor  of  history  often  tell  his  students 
that  he  will  look  up  and  answer  a  ques- 
tion unexpectedly  asked,  or  if  the  profes- 
sor of  mathematics  remark  that  he  wants 
more  time  to  think  about  a  problem,  the 
inference  is  swift  that  the  professor  of 
history  does  not  know  the  authorities,  nor 


82  WITHIN  COLLEGE    WALLS. 

the  professor  of  mathematics  his  subject. 
For  men  who,  in  intellectual  affairs,  are 
not  what  they  either  seem  to  be  or  ought 
to  be,  students  have  contempt,  and  ought 
to  have  contempt.  But  for  men  who  are 
great,  for  men  who,  if  not  great,  have 
yet  proper  scholarly  fitness  for  their  work, 
students  have  respect,  and  only  respect. 
The  counsel  given  by  such  men  is  heeded, 
their  wishes  regarded,  their  commands 
obeyed. 

Respect  on  the  part  of  students  for 
college  officers  is  promoted  also  through 
a  high  moral  character  in  these  officers. 
I  emphasize  the  word  high.  Of  course 
the  college  officer  is  moral,  but  there  are 
degrees  in  the  degree  of  even  professorial 
morality.  The  soul  of  the  teacher  should 
be  white.  The  atmosphere  of  his  char- 
jicter  should  be  holy,  and  yet  without 
cant  or  pietism.  His  conduct  should  be 
based  on  principles  rather  than  on  rules. 
He  should  be  pure  and  clean  as  are  the 
angels,  yet  he  should  not  give  the  im- 


COLLEGE   GOVERNMENT.  83 

pression  of  gaining  such  purity  through 
disembodying  himself.  He  should  not 
furnish  reason  for  the  belief  that  he  is 
able  to  be  an  angel  only  through  re- 
moving himself  from  the  possibilities  of 
such  temptations  as  mortals  are  subject 
to.  He  should  give  the  impression  that 
he  is  a  man ;  that  he  has  conquered  him- 
self, and  so  has  conquered  !TTe  world. 
For  a  man  of  this  character  the-  student 
has  respect,  and  only  respect;  but  for  the 
man  who  has  a  high  moral  character 
only  because  he  has  no  stomach  and  ~no 
liver  and  no  blood,  the  student  has  no 
great  regard.  Of  course  he  cannot  have 
any  regard  at  all  for  the  man  who  yields 
to  the  temptations  of  the  world,  the  flesh, 
and  the  devil.  In  this  high  moral  char- 
acter which  is  necessary  in  the  college 
officer  the  ^element  of  justice  has  pri- 
mary value.  Students  are  keenly  sensitive 
to  justice,  as  also,  of  course,  by  parity 
of  reasoning,  to  injustice.  They  know 
the  college  rules,  and  their  scent  of  any 


84  WITHIX   COLLEGE    WALLS. 

wrong  in  any  one  of  them  is  as  keen  as 
the  scent  of  the  hound ;  and  also  their 
alertness  to  detect  any  injustice  in  the 
application  of  these  rules  is  as  great  as 
the  alertness  of  the  loon  to  the  flash  of 
the  rifle.  College  boys  can  hardly  pay  a 
higher  compliment  to  a  college  officer 
than  by  saying,  "  Professor  A  B  is 
always  square."  College  boys  do  not  ob- 
ject to  being  dealt  with  severely,  but 
they  do  object  to  being  dealt  with  at  all 
unjustly,  even  if  the  .dealing  be  not 
severe. 

Through  the  maintenance  in  the  officer 
of  a  humanly  Christian  character  is  re- 
spect secured.  Every  college  officer 
should  be  a  Christian.  He  should  love_ 
his^  God  supremely.  .He  should  embody 
a  noble  Christian  type,  but  this  type 
should  not  be  mystical.  It  should  not  be 
ghostly,  however  spiritual  it  may  be.  It 
should  not  be  so  other-worldly  as  to  seem 

remote     from     this     world.        The     officer 

.»• 

should    have   a  hold  on  things   divine,    but 


COLLEGE    GOVERNMENT.  85 

he  should  not  forget  that,  if  his  head  is 
in  the  air,  his  feet  still  plod  on  the  earth. 
College  men  are  very  much  in  the  world, 
and  they  have  small  respect  for  the  pro- 
fessor whose  face  and  manners  seem  to  be 
constantly  and  affectedly  angelic,  saying, 

"I  want  to  be  an  angel,  and  with  the  angels  stand." 

College  men  know  it  is  more  important 
for  good  folks  to  stay  in  this  world  of 
Satan  and  of  Satan's  imps  than  to  [stand 
and  sing  with  the  angelic  choruses.  For 
the  man  who  is  vigorous  in  Christian 
aggressiveness,  whose  type  of  the  Christian 
character  is  of  the  wisely  polemic  sort,  col- 
lege men  have  the  most  profound  respect. 
The  securing  of  this  respect  is  promoted 
through  the  sense  of  gentlemanliness  in 
the  conduct  and  bearing  of  college  offi- 
cers. Students  despise  ail  eccentricities  of 
dress  on  the  part  of  their  college  super- 
iors,  whether  arising  from  foppishness 
or  from  carelessness.  All  unfitting  per- 
sonal  habits,  too, 


86  WITHIN   COLLEGE    WALLS. 

temned.  Every  act  of  boorishness  is  held 
up  for  scorn.  Avariciousness,  in  partic- 
ular, vacates  any  respect  which  the  stu- 
dent may  have  for  his  teacher.  If  the 


early  surroundings  and  training  of  the 
college  orhcer  have  been  uniortulialti,  and 
if  "scholarly  conditions  have  not  removed 
the  evidence  ot  such  unfortunate  environ- 


ment, a  sense  oi  pity  may  go  from 
heart  of  the  student  toward  one  in  whom 
He  CApeUb  Lu  find  every  excellence ;  but 
tfhTs  sense  of  pity  is  usually  accompanie4 
by  a  sense  of  contempt^  The  sentiment 
fs,  "  He  ought  to  behave  and  to  seem  as 
IflTlgentleman." 

When  college  officers  embody  these 
four  elements — a  high  intellectual  char- 
acter, a  high  moral  character,  a  humanly 
Christian  character,  and  a  noble  gentle- 
manliness — the  government  in  the  college 
becomes  a  comparatively  easy  matter. 
These  qualities  act  at  once  as  an  inspira- 
tion toward  noble  c  -nduct  in  students 
and  also  as  a  repres..on  toward  evil  con- 


COLLEGE    GOVERNMENT. 


duct  and   the    formation    of   evil  character. 

Yet  when  respect  and  respect  only  is 
secured,  the  ideal  of  college  government 
is  not  gained  ;  for  respect  does  not  nec- 
essarily imply  that  intimacy  of  relation- 
ship between  the  officer  and  the  scholar 
which  it  is  well  to  form.  It  can  hardly 
be  too  often  reiterated  that  the  greatest 
possible  intimacy  is  to  be  promoted  be- 
tween the  student  and  the  officer.  Such 
intimacy  should  be  of  the  greatest  ad- 
vantage to  the  student,  and  the  professor 
should  be  prevented  from  enjoying  it 
only  by  reason  of  what  he  regards  as 
greater  duties  ;  yet  duties  that  are  more 
important  than  that  duty  of  standing  on 
intimate  terms  with  the  student  it  would 
be  hard  to  find. 

Therefore  to  the  element  of  respect  in 
the  government  of  college  students  should 
bemadded  the  element  of  sympathy.  The 
officer  and  the  student  should  be  on 
terms  of  cordial  sympathy. 

The    relation    of     cordial     sympathy    is 


88  WITHIN   COLLEGE    WALLS. 

promoted  through  a  proper  appreciation 
on  the  part  of  the  officer  of  the  magni- 
tude of  the  tasks  which  he  assigns  to 
students.  These  tasks  should  be  severe. 
The  student  comes  to  college  to  work, 
and  the  severer  his  work,  within  certain 
limits,  of  the  greater  value  to  him  is  the 
work  itself.  Yet  the  professor  may  as- 
sign too  murh  wprk  pveri  to  the  best 

"""" — 

man.       Such      assignments     tend     to      dis- 

courage  the  faithful  student  and  to 
promote  a  sort  of  mental  despair 
and  possibly  mental  disintegration.  The 
class  comes  to  feel  that  the  pro- 
fessor is  trying,  not  to  guide  the  stu- 
dents, as  he  ought,  but  to  drive  them, 
and  even  to  drive  them  upon  a  gallop. 
Such  an  endeavor  on  his  part  usually 
results  in  arousing  the  mulish  element  in 
the  students, — and  they  refuse  to  go.  The 
result  is  a  remoteness  or  a  divorce  in  the 
relation  of  the  class  and  the  teacher.  But 
if  the  teacher  appreciate  the  powers  of 
the  class,  giving  the  impression  that  nc 


COLLEGE   GOVERNMENT.  89 

wishes  each  member  to  spend  a  proper 
amount  of  time  upon  each  lesson,  and  no 
more,  the  class  is  inclined  to  work  for 
him  with  all  the  power  that  each  member 
may  have.  The  student  comes  to  feel 
that  the  teacher  appreciates  the  mental 
state  and  the  conditions  of  the  student, 
and  in  this  resulting  sympathy  he  be- 
comes obedient  to  the  will  of  his  intel- 
lectual superior  and  supervisor. 

Sympathy  is  promoted,  too,  through  in- 
tellectual intimacies  between  the  student 
and  the  professor.  It  is  a  happy  condition 
in  the  American  college  life  that  such  inti- 
macies are  becoming  more  numerous  and 
also  more  intimate.  What  is  known  as 
"  seminary  work  "  tends  to  promote  such 
closeness  of  relationship.  In  this  work 
the  professor  ceases  to  be  a  professor 
and  becomes  a  student,  working  with  his 
students.  These  students  are  usually 
fewer  than  are  found  in  the  ordinary  col- 
lege class-,  and  such  fewness  of  numbers 
tends  to  promote  personal  and  scholarly 


90      WITHIN  COLLEGE  WALLS. 

intimacies.  To  the  will  of  a  teacher  with 
whom  a  student  is  thus  working,  the  stu- 
dent will  naturally  refuse  to  be  diso- 
bedient. He  comes  to  see  that  the  col- 
lege does  not  consist  of  rules  or  regula- 
tions, but  of  beings  who  are  thoroughly 
human  and  a  good  deal  like  himself. 
He  soon  learns  that  every  professor  is 
quite  as  much  a  student  as  a  professor. 
Intellectual  intimacies  promote  personal 
sympathy,  and  personal  sympathy  pro- 
motes good  government. 

Such  sympathy  is  further  fostered 
through  intimate  personal  associations. 
Intimate  personal  associations  find  at  once 
•a  cause  and  a  result  in  the  long  talks 
of  professors  and  students.  Such  talks, 
if  I  may  be  allowed  to  make  a  personal 
confession,  I  like  to  have  with  students 
in  whom  I  have  a  personal  interest,  or 
whom  I  wish  to  have  a  personal  interest 
in  me.  If  they  feel  that  they  get  some- 
thing from  such  talks,  I  surely  feel  that 
I  get  much  more  than  I  can  give  to 


\ 


COLLEGE   GOVERNMENT. 


them.  I  thus  come  to  know  students:  to 
know  their  strengths  and  their  weak- 
nesses ;  their  aims  and  their  methods ; 
their  environment  and  their  principles ; 
and  I  myself  come  to  feel  a  deeper  sym- 

come  to  see  the  desire  on  the 

— ^^^^•^p^'  i  •••••^•••i   i       •••••••^^^^••^••••••••^'•'^ 

college  for  offering  the  ven 
t unities  For  Christian,  intellectual,  ethical 
cuTTure.  They  cannot  fail  under  favor- 
able conditions  to  be  impressed  with  the 
desire  on  the  part  of  every  college  officer 
to  do  the  very  most  and  the  very  best 
for  each  student.  If  action  is  taken  by 
a  Faculty  or  by  a  president  which  seems 
to  them  unwise,  these  intimacies  of  per- 
sonal relationship  help  to  provide  good 
ground  to  prove  to  them  the  justice  of 
such  action.  This  intimacy  tends  toward 
the  promotion  of  a  particular  advantage : 
college  officers  are  thus  able  to  come 
into  the  lives  of  students  at  the  time 
of  crises.  The  officers  usually  labor 
under  the  disadvantage  of  not  knowing 


92  WITHIN  COLLEGE    WALLS. 

when  ethical  or  intellectual  crises  are  oc- 
curring. But  if  they  can  know  when 
men  stand  at  the  parting  of  the  ways  or 
in  the  stress  of  the  storm,  and  if  they 
may  come  closely  into  these  lives,  it  is 
well  for  the  student,  it  is  well  for  the 
professor,  it  is  well  for  the  college. 

Certain  college  officers  have  had  the 
noble  enjoyment  of  commanding  the  re- 
spect of  students,  and  also  of  being  in 
the  relation  of  sympathy  with  them.  No 
one  has  excelled  Mark  Hopkins  in  thus 
having  the  respect  of  his  students,  and  also 
in  being  in  sympathy  with  their  minds 
and  hearts.  To  college  officers  there 
is  hardly  a  more  interesting  chapter  in 
President  Carter's  life  of  Mark  Hopkins 
than  the  chapter  entitled  "The  Rebellion 
of  1868."  This  rebellion  is  among  the 
most  remarkable  of  all  college  rebellions. 
The  whole  body  of  students  stood  upon 
one  side  and  the  whole  Faculty  stood 
upon  the  other.  The  Faculty  was,  on 
the  whole,  right,  as  faculties  usually  are. 


COLLEGE   GOVERNMENT.  Q3 

At  the  time,  however,  of  the  outbreak, 
President  Hopkins  was  away  from  Will- 
iamstown.  On  his  return  and  learning 
the  condition,  he  so  bore  himself  and  so 
explained  the  condition  of  affairs  that  he 
commanded  at  once  the  respect  and  the 
sympathy  of  the  students.  He  did  not 
break  down  any  college  rule.  He  main- 
tained the  majesty  of  college  law,  but, 
while  doing  this,  he  so  showed  himself  as 
feeling  with  the  students  in  their  mis- 
apprehensions, and  also  as  so  eager  to 
make  every  adjustment  that  wisdom  could 
dictate,  that  the  rebels  presently  returned 
to  their  work.  Few,  if  any,  college  presi- 
dents have  certain  conspicuous  abilities 
which  Mark  Hopkins  possessed,  but  these 
two  elements  of  respect  and  sympathy 
should  play  the  most  important  part  in 
the  government  of  every  American  college. 


94      WITHIN  COLLEGE  WALLS. 


VI. 


PLAY    IN    COLLEGE. 

"  I  HAVE  a  son  at  Yale  College  at  an 
annual  expense  of  nearly  $2000,"  says  a 
New  York  father  in  beginning  a  letter  to 
the  Evening  Post.  He  fears  that  the  as- 
sociations of  his  boy  are  so  unscholarly 
and  trivial,  that  he  will  be  obliged  to 
say  at  the  close  of  his  course  with  a 
slight  change  of  the  Scripture  (Exodus 
32,  24),  "  Behold,  we  have  thrown  gold 
into  the  fire,  and  there  has  come  out  this 
calf."  The  reports  as  to  the  training  of 
the  "  crew "  and  of  the  "  nine,"  as  to  the 
"  boom  in  chess-playing,"  the  "  promen- 
ade by  the  Junior  class,"  the  "  concert 
by  the  Glee  Club,"  and  "  germans  by 
the  three  upper  classes,"  incline  him  to 
the  belief  that  Yale  College  is  a  school  of 


PLA  Y  IN  COLLEGE.  95 

professional  athletes,  singers,  and  dancers. 
He  is  filled  at  once  with  wonder  and 
madness.  And  it  is  true,  and  most  un- 
fortunately true,  that  to  the  public  eye 
the  colleges  appear  primarily  to  be  re- 
duced to  a  "crew,"  a  "nine,"  and  a 
"  foot-ball  team."  The  usual  reports,  ex- 
clusive of  Commencement  season,  that 
are  made  in  the  newspapers  relate  to 
contests  of  every  sort,  excepting  intel- 
lectual. The  reason  is  evident :  the  public 
which  reads  the  papers  is  more  inter- 
ested in  the  exhibition  of  the  muscles 
than  of  the  minds  of  college  men,  and 
the  papers  collect  the  news  in  which 
their  constituency  is  interested. 

But,  notwithstanding  all  the  evidences 
to  the  contrary,  it  is  true  that  our 
colleges  are  institutions  of  the  higher 
scholarship,  designed  to  train,  and  training, 
young  men  in  habits  of  clear,  prolonged, 
and  profound  thinking.  Despite  all  diver- 
sions and  distractions,  I  believe  there 
has  not  been  for  a  generation  a  year 


96  WITHIN   COLLEGE    WALLS. 

when  students  were  working  their  brains 
more  constantly,  more  wisely,  or  more 
effectively  than  in  this  year  of  grace. 
The  testimony  of  professors  and  of  presi- 
dents, as  I  am  privileged  to  hear  it,  is 
quite  unanimous  that  the  intellectual  and 
moral  earnestness  of  students  is  increas- 
ing. Professor  George  H.  Palmer  has 
pointed  out  that  in  the  decade  be- 
ginning in  1874-75  the  scholastic  grade 
of  students  at  Harvard  rose  several  de- 
grees. In  the  Senior  class  of  1874-75 
the  average  man  had  a  mark  of  67$ ;  in 
the  Senior  class  of  1883-84  the  average 
man  had  a  mark  of  8i#.*  The  three 
lower  classes  indicate  a  gain,  though  less 
than  in  the  case  of  the  Senior.  The 
better  students  in  the  later  years  of  the 
German  university  work  perhaps  as  hard 
as  the  better  students  in  our  own  col- 
leges ;  but  it  is  to  be  remembered  that 
the  average  age  of  admission  to  the 

*  The  Andover   Review,    article    "  The    New   Educa- 
tion," vol.  4,  p.  400. 


PLA  Y  IN  COLLEGE. 


German  university  is  two  years  ahead  of 
the  average  age  of  admission  to  the 
American  college.  But  our  own  men 
work  more  hours  and  are  harder 
"  readers "  than  English  university  men. 
Not  a  few  students  average  for  the  four 
years  sixty  hours  of  work  a  week.  The 
majority  devote  at  least  seven  hours  a 
day  to  their  courses  of  instruction.  Six 
hours  a  day  of  study  represent  less  than 
the  average.  But  at  Oxford  an  average 
of  seven  hours  is  high  ;  and  it  is  said  that 
by  six  hours'  work  each  day,  together 
with  a  proper  use  of  vacation,  a  man 
can  do  himself  justice  in  any  study. 
Idlers  are  to  be  found  in  every  college 
as  in  every  factory  and  shop,  who  will 
get  along  with  just  as  little  labor  as 
possible ;  and  in  the  case  of  some  col- 
leges the  labor  necessary  for  receiving 
the  first  degree  may  be  made  very  small. 
But  poor  scholarship,  which  once  would 
have  been  regarded  with  indifference,  is 
now  despised,  and  the  man  who  "  tails " 


WITHIN  COLLEGE    WALLS. 


the  class,  even  though  he  be  the  crack 
oarsman  or  the  best  "rusher,"  is  the 
object  of  either  pity  or  ridicule. 

Nor  is  this  increase  limited  to  the 
amount  of  work.  The  quality  likewise 
indicates  improvement.  Intellectual  inde- 
pendence is  at  once  a  characteristic  and 
a  result  of  the  present  methods  of  study 
in  our  colleges.  The  laboratory  system 
is  adopted  in  every  field  of  study  to 
which  it  is  applicable.  The  student  of 
history,  of  the  classics,  goes  back  to  the 
sources  of  history,  as  the  student  of 
chemistry  or  of  physics  is  brought  into 
direct  relation  with  the  elements  which 
he  is  to  manipulate.  The  student  be- 
comes an  investigator  ;  he  learns  how  to 
use  books,  to  weigh  evidence,  and  to 
judge  of  proportion.  The  student  be- 
comes a  thinker  ;  he  is  taught  to  com- 
pare, to  discriminate  ;  he  comes  to  know 
that  the  reason  for  an  opinion  is  more 
important  than  the  opinion  itself. 

The   high    quality  and    large   amount    of 


PLA  Y  IX  COLLEGE. 


work  now  done  in  the  college  are  de- 
preciated, it  seems  to  me,  by  that  sys- 
tem which  puts  a  far  larger  premium 
upon  success  in  periodical  examinations 
than  upon  daily  work.  This  system  has 
strong  support  ;  but  to  determine  rank 
for  a  year's  work  by  the  manner  in 
which  one  passes  two  examinations  of 
three  hours  each  is  to  influence  the 
ordinary  student  to  make  the  semi-annual 
"  crams  "  take  the  place  of  daily  learning 
and  reflection.  I  notice  that  the  lights 
in  the  windows  of  certain  dormitories 
are  fourfold  more  numerous  at  the  time 
of  the  mid-year  and  annual  examinations 
than  at  other  periods. 

But  despite  all  this  the  college  of  this 
day  is  distinguished  in  public  opinion 
more  by  its  play  and  sport  than  by  its 
intellectual  service.  The  popular  play 
and  sport  lie  along  the  line  of  athletic 
exercise.  Every  large  college,  and  many 
a  small  one,  has  not  only  its  crews  and 
ball  nines,  but  also  foot-ball  elevens,  la- 


ico         WITHIN  COLLEGE  WALLS. 

crosse  and  cricket  teams,  bicycle  clubs, 
shooting  clubs,  tennis  clubs,  and  I  know 
not  how  many  other  athletic  associations. 
At  the  basis  of  all  discussion  as  to  the 
worth  or  worthlessness  of  these  sports 
lie  several  propositions  upon  which  all 
agree.  It  is  universally  acknowledged 
that  the  body  should  be  kept  vigorous, 
and  that  proper  exercise  is  a  means  to 
the  attaining  and  retaining  of  this  desired 
vigor.  It  is  also  confessed  by  all  that 
athletic  sports  are  not  an  aim  of  a  col- 
lege training,  and  that  therefore  they 
should  be  considered  rather  as  the  amuse- 
ments of  amateurs  than  as  the  labors  of 
professional  experts  engaged  in  earning 
either  bread  or  a  reputation.  It  is 
further  generally  granted  that  these  sports 
prove  to  be  a  guard  against  certain  vices 
to  which  young  men  are  especially 
tempted.  There  is  also  no  lack  of  agree- 
ment upon  the  proposition  that  these 
sports  tempt  many  engaging  in  them  to 
excessive  indulgence;  an  indulgence  which 


PLA  Y  IN  COLLEGE.  IOI 

it  is  the  duty  of  both  student  and  officer 
to  restrain.  The  question  is  chiefly  a 
question  of  proportion. 

Chief  among  the  objections  urged 
against  the  system  of  athletic  sports  is 
its  effect  upon  the  scholarship  of  the 
athletes.  The  time  and  strength  which 
boating  and  ball  men  devote  to  these 
avocations  on  field  and  river  are  regard- 
ed as  lost  to  their  proper  vocations. 
The  charge  has  a  basis  in  truth.  But  it 
is  to  be  said,  also,  that  many  men  of 
this  sort  would  not  in  any  instance  give 
that  time  and  vigor,  now  given  to  the 
sport,  to  study.  They  would  spend  their 
strength  in  amusements  and  diversions  of 
a  positively  harmful  tendency.  It  is, 
furthermore,  net  true  that  the  brilliant 
players  on  the  field,  or  the  swiftest 
oarsmen,  are  the  dullest  dunces  in  the 
class-room.  President  Eliot  states  that, 
in  the  college  of  which  he  is  the  able 
and  distinguished  administrator,  "of  the 
eighty-four  different  students  who  were 


102  WITHIN  COLLEGE    WALLS. 

members  of  the  University  crew,  base- 
ball nine,  or  foot-ball  eleven  from  1873 
to  1 88 1,  more  than  a  quarter  stood  above 
the  middle  of  their  respective  classes,  and 
the  average  standing  of  the  whole  num- 
ber was  represented  by  seventy-two  in 
a  supposed  class  of  one  hundred.  It  may 
be  said,  moreover,  for  some  of  the  very 
lowest  scholars  among  the  athletes,  that 
the  perseverance,  resolution,  and  self-denial 
necessary  to  success  in  athletic  sports 
turn  out  to  be  qualities  valuable  in  busi- 
ness and  other  active  occupations  of  after- 
life, even  when  they  are  associated  with 
lack  of  interest  in  scholarly  pursuits,  or 
with  dulness  or  slowness  of  mind."  * 

The  cost  in  money  as  well  as  the  cost 
in  time  and  strength  constitutes  an  ob- 
jection to  the  system.  The  pecuniary 
expense,  however,  is  not  so  large  as  is 
often  represented.  The  athlete  may  make 
his  training  and  his  exhibition  of  physical 

*  Annual  Reports  of  the  President,  etc.,  1881-82, 
pp.  18-19. 


PLAY  IN  COLLEGE.  1 03 

powers  either  costly  or  cheap,  as  he  sees 
fit.  As  a  fact,  his  expenses  are  usually 
paid  for  him  by  the  subscriptions  of  fel- 
low-students. He  is  looked  upon  as  their 
representative,  and  they  pay  bills  for  his 
uniform,  travelling,  etc.  The  annual  ex- 
pense of  the  Harvard  University  Boat 
Club,  of  a  recent  year  of  which  the 
treasurer's  report  lies  before  me,  is  about 
$6000.  Of  this  sum,  $3300  was  derived 
from  members  of  the  four  college  classes. 
The  number  of  subscribers  represented 
only  about  two  fifths  of  the  whole  body 
of  students ;  and  the  average  amount 
paid  by  each  subscriber  was  $13.75  m 
the  Senior  class,  $10.09  m  the  Junior, 
$977  in  the  Sophomore,  and  $7.83  in  the 
Freshman.  The  names  of  three  fifths  of 
all  the  students  are  not  to  be  found  on 
the  list.  In  the  case  of  Harvard  the  cost 
of  sending  a  crew  to  New  London  or 
elsewhere,  and  of  supporting  aquatic 
sports,  is  certainly  light  for  each  student. 
In  the  case  of  a  college  of  fewer  students 


104      WITHIN  COLLEGE  WALLS. 

and  less  wealthy,  the  cost  is  relatively 
much  heavier ;  but  the  expenses  of  the 
crew  may  be  made  less,  and  in  no  in- 
stance need  necessary  expense  be  felt  as 
a  burden.  In  1888  at  Harvard  the  aver- 
age amount  given  by  each  student  to 
the  support  of  athletics  was  $15.41.  One 
quarter  of  the  students  gave  nothing.* 
The  students  should  not,  and  usually 
would  not,  lose  caste  or  respect  or 
position  of  any  sort  through  poverty  and 
consequent  inability  to  add  to  the  boat- 
ing funds. 

The  fact  is  that  most  men  in  Yale 
College  who  spend  nearly  $2000  each 
year  are  spending  about  one  half  of  this 
large  allowance  in  ways  less  creditable 
than  subscriptions  to  the  boat  club.  The 
*'  ordinary  annual  expenses  "  at  Yale  are, 
at  their  extremes,  set  down  in  a  recent 
catalogue  as  $350  and  $1025,  including 
instruction :  room-rent,  $140  to  $250 ; 

*  Harvard  College  Report  upon  Athletics,  1888,  p.  48. 


PLA  Y  IN   COLLEGE.  IO5 

board,  $135  to  $288;  fuel,  lights,  and 
washing,  etc.,  $30  to  $70.  Certain  of  these 
items  seem  to  me  altogether  too  low ; 
yet  that,  beyond  and  above  $1000,  a 
student  should  spend  another  $1000,  is 
certainly  extravagance  and  waste,  and 
may  indicate  evil  indulgence.  It  is  true 
that  drunkenness  is  not  so  prevalent  as 
formerly ;  but  it  is  also  true,  as  indicated 
by  the  clearest  evidence  offered  by  the 
students  themselves,  that  lust  is  very 
common.  In  hundreds  of  ways,  credita- 
ble or  discreditable,  honorable  or  shame- 
ful, students  of  large  income  fritter  or 
squander  their  fathers'  money.  The  col- 
lege authorities  would  be  glad  to  stop 
reckless  expenditure  ;  most  fathers  would 
be  glad  to  put  an  end  to  it  ;  the  stu- 
dent who  spends  and  the  one  who  re- 
ceives the  money  are  interested  in  con- 
tinuing it.  But  a  persistent  effort  should 
be  made  to  reduce  the  cost  of  an  education 
to  as  small  a  sum  as  is  consistent  with 
the  best  use  of  the  advantages  which  a 


106  WITHIN  COLLEGE    WALLS. 

college  offers.  Thousands  of  boys  are 
kept  from  college  by  the  belief  that  a 
college  education  is  far  more  costly  than 
it  need  to  be. 

It  is  not  to  be  doubted  that  certain 
features  of  athletic  sports  are  demoral- 
izing to  manners  and  debasing  to  morals. 
The  betting  and  the  gambling  which  are 
fastened  upon  the  result  of  these  contests 
are  corrupting,  and  only  corrupting.  The 
association  of  college  oarsmen  or  ball 
men  with  professional  players  is  not  a 
benefit  to  the  college  men.  The  spectacle 
which  may  be  seen  at  the  intercollegiate 
boat-races  and  ball-games  does  not  tend 
to  impress  beholders  with  the  proper 
purpose  or  worth  of  undergraduate  cul- 
ture. These  things,  and  many  others,  are 
bad,  thoroughly  bad.  It  is  not  possible, 
or,  if  possible,  not  wise,  under  present 
conditions,  to  interdict  the  annual  boat- 
races  ;  but  if  they  could  be  stopped,  the 
chief  losers  would  be  the  hotel-keepers 
at  the  lake  or  bay  where  they  are  pulled. 


PLAY  IN  COLLEGE.  IO/ 

Nor  do  I  believe  that  this  cessation  of 
public  intercollegiate  contests  would  seri- 
ously diminish  the  participation  of  the 
large  number  of  students  in  the  exercise 
of  rowing.  In  the  case  of  rowing,  and 
of  sport  of  every  kind,  it  were  well  for 
the  contestants  to  be  limited  to  students 
of  their  own  college.  The  peripatetic 
base-ball  nine  of  a  college,  playing  games 
with  nines  from  other  colleges  of  several 
States,  wins  no  permanent  glory  for  its 
members  or  their  alma  mater.  It  may 
not  now  be  wise  to  stop  at  once  the 
series  of  games  which  the  representatives 
of  many  colleges  play  each  June ;  but 
would  it  not  be  well  to  put  a  narrower 
limit  upon  the  number  of  colleges  to  be 
represented,  and  to  take  measures  for 
placing  the  arrangements  more  entirely  in 
the  hands  of  the  college  authorities? 
The  narrowing  of  the  circle  of  athletic 
rivalry  would  not  seriously,  if  at  all, 
lessen  the  athletic  enthusiasm  of  the  ma- 
jority of  students.  So  far  as  possible, 


108  WITHIN  COLLEGE    WALLS. 

"  field-days "  should  be  limited  to  the 
men  of  one  college.  The  smallest  college 
has  students  enough  to  awaken  the  ex- 
citement of  competition.  "  Field-days," 
moreover,  to  be  of  the  greatest  worth, 
should  be  placed  under  the  wise  juris- 
diction of  college  officers,  and  the  con- 
tests should  be  worthy  to  receive  the 
hearty  approbation  of  professor  and  trustee. 
Athletics  have  several  direct  considera- 
tions in  their  favor  above  exercise  in 
the  gymnasium.  They  are  usually  con- 
ducted in  the  open  air,  and  exercise  in 
the  open  air  is  far  more  conducive  to 
health  and  vigor  than  exercise  taken  in 
the  best-ventilated  gymnasium.  They 
are,  further,  of  a  more  voluntary  char- 
acter than  gymnastic  practice :  they 
spring  from  arrangements  and  endeavo: 
made  by  the  students  themselves.  Their 
rewards  are  rewards  either  in  popularity 
or  in  "  silver  cups  "  given  by  the  students 
or  others.  They  are,  therefore,  more  at- 
tractive and  more  heartily  enjoyed.  They 


PLA  Y  IX  COLLEGE. 


are,   therefore,    also    of    greater    benefit   to 
those  participating. 

The  athletic  system  in  some  form  has 
come  into  the  college  to  stay.  For 
better  or  for  worse,  the  college  must 
keep  it,  and  by  the  discreet  guidance  of 
the  authorities  it  may  be  made  of  great 
and  lasting  worth.  Its  sports  lend  them- 
selves easily  to  differences  of  opinion 
between  students  and  Faculty.  Students 
should  always  recognize  that  these  sports 
are  not  only  of  secondary  but  of  tertiary 
importance,  and  that  the  college  govern- 
ment has  the  right,  nay,  is  obliged  by 
duty,  to  use  every  measure  to  cut  off 
excessive  indulgence.  It  is  also  clear  that 
the  official  boards  should  grant  to  students 
every  right,  every  material  advantage,  which 
tends  to  develop,  directly  or  indirectly, 
manly  character.  Committees  from  the 
students  and  from  the  Faculty,  of  per- 
manent standing,  have  in  several  colleges 
so  managed  these  difficult  questions  as 
at  once  to  give  pleasure  and  to  maintain 


HO  WITHIN   COLLEGE    WALLS. 

self-respect.  It  is  known  that  the  ideal 
college  man  of  to-day  is  not,  as  was  his 
brother  of  a  generation  ago,  pale,  sallow, 
hollow-chested,  bow-legged,  and  blear-eyed, 
but  robust,  muscular,  vigorous  in  bodily 
faculty  and  functions.  The  gymnasium  is 
a  potent  instrument  in  effecting  the  im- 
provement. College  athletics  should  carry 
forward  this  work  to  its  perfection. 

Of  all  the  sports  of  college  men,  foot- 
ball is  the  most  popular.  It  illustrates 
the  bad  side  and  the  good  of  college 
athletics. 

Foot-ball  has  its  bad  side.  It  breaks 
collar-bones,  gouges  out  eyes,  sprains 
ankles.  It  absorbs  too  much  attention 
from  certain  students.  But  foot-ball  also 
has  its  good  side.  It  has  intellectual  rela- 
tions and  moral.  Its  playing  demands 
mind  as  well  as  muscle,  white  tissue  of 
the  brain  as  well  as  red  tissue  of  the 
chest.  Foot-ball  trains  in  a  conspicuous 
way  certain  precious  elements  of  char- 
acter. 


PLA  Y  IN  COLLEGE.  1 1 1 

Foot-ball  trains  that  supreme  quality, 
judgment.  The  game  is  one  of  inferences. 
It  teaches  the  art  of  weighing  evidence. 
It  is  a  constant  and  swift  grasping  to- 
gether of  many  and  diverse  parts,  and 
from  this  one  conception  drawing  a 
certain  duty  to  be  swiftly  done.  It  is  a 
comparison — comparing  strength  with  op- 
posing strength.  It  is  a  ceaseless  inter- 
rogation— what  will  the  opponent  do,  how 
can  he  be  beaten,  where  is  his  weak 
point,  where  his  strong?  Judgments 
made  in  foot-ball  are  made  under  the 
necessity  of  swiftness  like  the  lightning's. 
The  mind  is  alert  to  see,  to  infer.  A 
second  determines  priority.  No  tiger 
springs  more*  quickly  on  his  victim  than 
a  foot-ball  man  "  tackles."  Fumbling  is 
death. 

"  If  it  were  done    .    .    .    then  't  well 
It  were  done  quickly." 

If    it    is    not    done    quickly   by   one    side, 
it    is    done    quickly    by    the    other.      The 


112  WITHIN  COLLEGE    WALLS. 

quicker  quickness  triumphs,  the   wiser  wis- 
dom wins. 

Foot-ball  is  training  in  co-operative  en- 
deavor. Each  player  works  with  every 
other,  knee  to  knee,  shoulder  to  shoulder. 
One  man  runs,  three  men  protect  him 
from  the  tackling  assaults  of  his  antago- 
nists. One  man  gets  the  ball  by  a  trick, 
four  men  have  aided  him.  Nine  men  are 
pushing  nine  other  men  toward  a  goal, 
bowed  and  buckled  together  into  one 
manhood ;  two  men  stand  without,  ready 
for  a  swiftly  made  emergency.  Each  man 
is  strong  in  himself,  each  man  is  strong 
for  himself  and  for  every  other.  Let  our 
friends  who  are  talking  of  a  co-operative 
basis  of  society  see  a  foot-ball  game  if 
they  wish  to  know  what  real  co-opera- 
tion is.  Eleven  minds  that  think  as  one, 
eleven  hearts  that  throb  as  one,  eleven 
necks  that  bend  as  one,  twenty-two 
shoulders  that  push  as  one,  twenty-two  (A 
hands,  twenty-two  knees,  every  man, 
every  faculty  of  every  man,  all  working 


PLAY  IN  COLLEGE. 


with  each  other  and  toward  one  aim  — 
that's  foot-ball. 

Foot-ball  is  a  discipline  in  the  qualities 
of  judgment  and  co-operation.  It  is  a 
discipline  in  many  other  and  excellent 
qualities  ;  but  let  it  suffice  to  say  that 
foot-ball  is  a  discipline.  It  is  a  training  ; 
it  is  a  conversion  of  adipose  matter,  ma- 
terial, mental,  into  articulated  forces.  It 
promotes  development  ;  it  promotes  self- 
control,  self-restraint  ;  it  promotes  endur- 
ance ;  it  promotes  proper  obedience.  The 
discipline  of  the  regular  United  States 
Army  is  an  education  which,  if  not  lib- 
eral, is  liberating.  The  years  spent  at 
West  Point,  even  if  one  shirks  his  books, 
would  be  a  training  from  boyhood  to 
manhood.  The  rigor  and  vigor  of  foot- 
ball have  a  similar  effect. 

But  I  do  not  intend  to  eulogize  foot- 
ball. I  only  want  to  point  out  certain 
mental  qualities  which  it,  as  one  part  of 
college  play,  fosters.  Athletics  occupy  an 
important  place  in  American  life  ;  they  oc- 


I  14  WITHIN  COLLEGE    WALLS. 

cupy  an  important  place  in  college  life. 
We  can  "  down "  them  on  neither  the 
popular  nor  the  academic  field.  Their 
evil  features,  and  evil  features  they  have, 
are  to  be  eliminated.  These  sports  are 
to  exist — to  exist  in  larger  ways,  too,  as 
wealth  becomes  larger,  work  more  ex- 
hausting, and  life  more  complex.  To 
abolish  them  is  impossible.  To  guide 
them  is  the  duty  of  those  who  are  set  to 
control  things.  To  get  the  most  out  of 
them,  to  cause  them  to  minister  to  the 
body,  to  minister  to  the  mind,  to 
minister  to  the  soul,  in  ever-increasing 
worth,  is  to  be  made  the  great  en- 
deavor. Foot-ball  is  to  be  made  a  game 
less  for  the  foot  than  for  the  brain ;  it  is 
to  be  made  to  minister  more  to  the  mind 
than  to  the  muscles. 


SIMPLICITY  OF  LIFE  I  ft  COLLEGE.    II 


VII. 

SIMPLICITY     AND      ENRICHMENT     OF      LIFE 
IN   COLLEGE. 

THE  fear  is  often  expressed  that  col- 
lege life  is  losing  its  simplicity.  College 
life  may  have  a  simplicity  of  various  and 
diverse  sorts — material,  intellectual,  social ; 
but  the  loss  or  the  lack  of  material  sim- 
plicity is  more  apparent  and  impressive. 

It  is  said  that  living  is  ceasing  to  be 
plain  and  becoming  high,  that  thinking  is 
ceasing  to  be  high  and  becoming  plain. 
No  evidence  of  the  suggestion  is  more 
striking  than  that  furnished  in  the  pro- 
posal to  build  for  one  of  our  colleges  a 
dormitory  at  a  cost  of  about  half  a  mill- 
ion dollars.  If  this  immense  sum  were 
given  for  the  endowment  of  research  or 
to  erect  a  gallery  of  art,  the  evidence 


Il6  WITHIN  COLLEGE    WALLS. 

would  not  be  at  all  conclusive.  But  this 
large  sum  is  given  to  build  a  home  for 
college  men ;  and  a  home  for  two  hun- 
dred college  men  which  costs  five  hun- 
dred thousand  dollars  is  an  indication  of 
something  other  than  simplicity  in  college 
life.  Such  an  expenditure  represents  an 
elaborateness  of  furnishing,  of  personal 
and  social  luxury,  quite  unlike  the  life 
suggested  by  the  old  dormitory  which,  it 
is  said,  will  be  torn  away  to  make  room 
for  this  palatial  home  for  students.  I  do 
not  say  that  such  a  structure  is  proof  of 
the  lack  of  simplicity,  but  I  do  say  it  is 
evidence.  The  halls  and  houses  of  the 
fraternities  which  are  found  in  many  col- 
leges are  further  evidence  that  college 
life  is  becoming  elaborate.  These  houses 
are,  in  their  exterior  impressiveness  and  in 
their  interior  furnishing,  somewhat  re- 
moved from  an  environment  of  the  sort 
which  the  sons  and  grandsons  of  the 
founders  of  certain  of  these  colleges  en- 
joyed. With  a  few  singular  exceptions 


SIMPLICITY  OF  LIFE  IN  COLLEGE. 


the  structures  built  by  colleges  for 
scholarly  purposes  are  solid,  permanent, 
severe,  economical  ;  but  fraternity  houses 
and  memorial  dormitories  are  in  peril  of 
taking  on  an  unfitting  elaborateness. 

I  am  no  pessimist.  I  am  a  thorough 
optimist  as  respects  the  present  and  the 
future  of  the  American  College  and  of 
the  college  man  ;  but  I  am  inclined  to 
think  that  the  marble  and  the  granite 
offer  significant  intimations  that  college 
life  is  losing  a  certain  simplicity.  I  also 
seriously  fear  that  the  lives  of  the  stu- 
dents themselves  furnish  evidence  for  a 
similar  conclusion.  Does  not  many  a  stu- 
dent in  certain  colleges  pay  a  larger 
annual  rental  for  his  suite  of  rooms  than 
his  father  spent  for  all  purposes  in  his 
college  course  of  four  years?  Does  not 
the  whole  system  of  athletic  sports  sug- 
gest large  expenditure  and  elaborateness 
of  arrangement  and  condition  ?  Does  not 
the  life  which  many  of  the  fellows  live 
in  the  fraternity  houses,  many  of  these 


Il8  WITHIN  COLLEGE    WALLS. 

houses  are  mainly  dormitories,  indicate 
relations  as  manifold  and  as  luxurious  as 
the  houses  themselves  are  rich  ?  What 
are  we  to  think  of  the  simplicity  of  the 
life  of  college  students  some  of  whom 
spend  fifty  dollars  apiece  for  a  fraternity 
pin  ?  Does  any  one  now  believe  that  the 
"  Hasty  Pudding  Club  "  at  Harvard  is 
content  to  dine  upon  porridge? 

The  student  does  not  stand  alone.  He 
is  a  part  of  this  age  of  ours.  The  age  it- 
self is  an  age  of  elaborate  living.  There- 
fore the  living  of  the  student  is  prone  to 
be  elaborate.  It  is  hardly  fitting  to  take 
boys  from  homes  in  which  living  is  elabo- 
rate and  to  send  them  to  colleges  in 
which  living  is  of  extreme  simplicity,  it 
may  be  said.  For  better  or  for  worse,  it 
may  be  affirmed,  the  college  is  to  be  like 
the  community. 

Yet  I  am  sure  that  every  college  offi- 
cer and  every  parent  look  upon  this  peril 
of  the  loss  of  simplicity  in  college  life 
with  a  very  deep  sense  of  regret.  The 


SIMPLICITY  OF  LIFE   IN  COLLEGE.    I IQ 

movement  intimates  that  the  idols  of  the 
market  are  driving  out  the  idols  of  the 
temple  of  learning,  that  the  idols  of  the 
parlor  are  expelling  the  idols  of  the 
library.  It  is  well  for  the  college  to  be 
democratic.  Democracy  means  the  rule, 
not  of  the  higher  or  the  highest  people 
measured  by  social  or  financial  standards, 
but  of  the  great  body  of  true  and 
noble  men  and  women.  It  is  well  for 
the  high-born  to  live  four  years  under 
conditions  where  dignity  of  birth  shall 
not  appear.  It  is  well  for  the  low-born 
to  live  four  years  under  conditions  where 
lowliness  of  origin  need  not  depress  the 
spirit.  It  is  well  for  the  boy  of  promised 
large  inheritance  to  sit  by  the  side  of  the 
boy  whose  only  capital  is  his  brain  and 
heart.  It  is  well  for  the  boy  who  has 
only  himself  to  sit  by  the  side  of  the  boy 
who  has  much  besides  himself.  If  we  are 
not  to  maintain  democratic  ideals  and  to 
sustain  democratic  methods  in  the  college, 
where  on  this  globe  are  we  to  maintain 


I2O  WITHIN  COLLEGE    WALLS. 


and  to  sustain  them?  The  cardinal  virtues 
here  should  have  their  full  swing.  Men 
are  here  to  be  judged  by  the  standards 
of  the  Ten  Commandments  and  of  the 
Beatitudes.  The  qualities  of  firmness, 
patience,  caution,  energy,  judgment,  sin- 
cerity, honesty,  are  here  to  elevate,  and 
the  qualities  of  rashness,  tardiness,  lazi- 
ness, falseness,  are  here  to  depress.  Here 
every  tub  is  to  stand  on  its  own  bottom, 
whether  the  hoops  of  circumstances  that 
hold  the  parts  of  each  tub  together  are 
iron  or  silver  or  gold.  Men  are  here  to 
be  as  individual  and  independent  as  they 
are  to  be  when  they  stand  at  the  judg- 
ment-bar of  God.  Eternal  verities  are 
the  college  standards.  If  all  college  boys 
are  to  be  in  character  as  men,  all  college 
men  are  to  be  in  their  relation  to  each 
other  as  boys.  Not,  who  is  his  grand- 
father ?  but,  what  can  he  do  ?  Not,  how 
much  is  his  father  worth  ?  but,  what  does 
he  know  ?  .Not,  what  happiness  of  con- 
dition will  be  his  ?  but,  what  is  he  ?  These 


SIMPLICITY  OF  LIFE   IN   COLLEGE.    121 

are  the  college  tests.  Brain  is  the  only 
symbol  of  aristocracy  and  the  examina- 
tion-room the  only  field  of  honor  ;  the  in- 
tellectual, ethical,  spiritual  powers  the 
only  tests  of  merit ;  a  mighty  individuality 
the  only  demand  made  of  each,  and  a 
noble  enlargement  of  a  noble  personality 
the  only  ideal.  Such,  I  take  it,  is  to 
be  the  simplicity  of  college  life. 

The  peril  in  thus  making  college  life 
simple  is  that  it  will  become  bare  and 
barren.  I  know  a  college  in  which  this 
peril  does  prevail.  The  life  is  indeed  sim- 
ple. I  believe  that  sixty  dollars  a  year, 
plus  three  and  a  half  hours  of  labor  each 
day,  meets  all  annual  charges.  The  rooms 
in  the  dormitory  of  this  college  which  I 
visited  were  furnished  as  are  furnished 
the  rooms  of  an  overseer  in  a  logging 
camp  in  Northern  Maine.  The  bill  of 
fare  was  exceedingly  plain.  It  is  yet  a 
college  giving  an  education  to  many  a 
boy  who  would  otherwise  be  without  it. 
It  deserves  honor  and  beneficence.  I  do 


122      WITHIN  COLLEGE  WALLS. 

not  doubt  that  in  many  respects  it  pro- 
vides a  good  education ;  but  the  life 
seemed  to  me  very  bare  and  barren.  I 
hesitate  to  imagine  what  Matthew  Arnold 
would  have  said  of  it ;  but  let  us  be 
thankful  that  Matthew  Arnold  is  not  the 
lasting  arbiter  in  college  questions. 

The  fact  is  that  the  simplicity  of  the 
college  is  to  be  a  simplicity  which  shall 
lead  to  enrichment.  The  chief  compre- 
hensive difference  between  the  impression 
which  Oxford  and  Cambridge  make  on 
the  student,  and  that  which  the  new  Amer- 
ican college  makes,  is  indicated,  I  think, 
in  this  word,  enrichment.  Life  in  an  Eng- 
lish university  may  be  no  more  elaborate 
than  the  life  in  the  New  World ;  but  it 
has  a  richness  which  the  college  in  the 
New  World  has  not.  It  is  as  hard  to  dis- 
tinguish in  words  what  this  difference  is 
as  it  is  easy  to  feel  the  difference  in  spirit. 
It  is  the  difference  between  wine  two 
years  old  and  wine  twenty  years  old  ;  it 
is  the  difference  between  the  russet 


SIMPLICITY  OF  LIFE   IN   COLLEGE.    12$ 

apple  in  January  and  the  same  apple  in 
April ;  it  is  the  difference  between  the 
vigorous  thinking"  of  a  young  man  and  the 
thinking  of  the  same  man  become  old. 
So  far  as  it  is  able,  the  American  college 
is  to  give  this  enrichment  to  each  student. 
Each  student  is  to  have  the  mind  well 
stored,  but  the  wealth  he  accumulates  is 
not  to  be  a  mere  mass ;  it  is  to  be  prop- 
erly divided  and  assessed.  He  is  to  have 
a  proper  regard  for  each  of  the  virtues 
and  a  fitting  respect  for  the  graces  ;  but 
the  content  of  each  virtue  is  to  be  large 
and  the  significance  of  each  of  the  graces 
is  to  be  to  him  mighty.  He  is  to  make 
himself  as  a  Greek  statue,  simple,  severe, 
correct,  but  whose  lines  suggest  infinite 
beauty  and  whose  face  is  an  intimation  of 
divine  truth  and  love.  The  life  of  the 
college  man  is  thus  to  be  a  life  at  once 
rich  and  simple. 

I  know  very  well  that  simplicity  of 
heart,  of  mind,  of  character,  is  perfectly 
consistent  with  elaborateness  and  luxury 


124  WITHIN  COLLEGE    WALLS. 

in  circumstance  and  condition.  I  know 
very  well  that  many  a  college  man  who 
has  all  the  gifts  of  fortune  may  in  his 
heart  of  hearts  be  as  simple  as  the  child 
of  poverty.  As  things  of  the  mind  are 
more  precious  than  things  of  matter,  so 
simplicity  in  things  of  the  mind  is  of  far 
larger  worth  than  simplicity  in  things 
material.  But  it  is  not  to  be  forgotten 
that  the  temptation  offered  by  elaborate- 
ness in  living  is  toward  the  lessening  of 
simplicity  in  spirit.  "  It  is  easier  for  a 
camel  to  go  through  the  eye  of  a 
needle  "  than  for  a  man  whose  conditions 
are  elaborate  and  whose  circumstances 
are  luxurious  to  live  in  his  soul  a  life  of 
severe  simplicity  ;  but  this  can  be  done. 
Rich  men,  and  many  of  them,  do  enter 
the  kingdom  of  heaven,  we  have  reason 
to  believe ;  and  it  can  be  believed  that 
students  of  elaborate  and  luxurious  con- 
dition may  be  in  heart  and  mind  simple. 


THE  COLLEGE  AND    THE   CHURCH.     12$ 


VIII. 

THE    COLLEGE    AND    THE    CHURCH. 

EDUCATION  and  Christianity  are  sisters. 
The  discipline  of  the  intellectual  char- 
acter is  intimately  associated  with  the 
discipline  of  the  moral  character.  The 
school-house  and  the  church  have  stood 
side  by  side.  Clergymen  have  founded  the 
college,  and  the  college  in  turn  has  trained 
the  clergymen.  The  early  history  of  the 
higher  education  in  the  United  States 
is  largely  a  history  of  the  work  of  the 
ministry.  With  the  exception  of  State 
universities,  the  colleges  of  the  country 
have  usually  been  founded  either  by 
ministers  or  for  ministers.  The  oldest 
college  bears  the  name  of  a  non-conform- 
ing clergyman,  who  gave  to  it  his  library 
and  one  half  of  his  property.  Founded 


126     WITHIN  COLLEGE  WALLS. 

in  a  colony  where  church-members  alone 
were  voters,  it  was  thoroughly  ecclesiasti- 
cal. The  second  college  founded  in  Am- 
erica was  William  and  Mary  of  Virginia. 
A  religious  and  clerical  purpose  prevailed 
in  its  establishment,  as  in  the  establish- 
ment of  Harvard  in  the  Bay  Colony.  In 
the  enactment  of  the  Virginia  Assembly 
regarding  the  foundation  of  William  and 
Mary,  four  purposes  were  named  :  to  pro- 
mote learning  and  the  education  of  youth, 
the  supply  of  ministers,  and  to  advance 
piety.*  The  college  authorities  in  Virginia 
were  quite  as  pious  in  their  purpose  as 
the  royal  authorities  in  England  were  pro- 
fane. When  the  Rev.  Dr.  James  Blair 
went  to  Attorney-General  Seymour  with 
the  royal  note  to  prepare  the  charter,  he 
was  met  by  remonstrances  against  the  ex- 
pensive liberality.  Seymour  said  he  saw 
no  occasion  for  a  college  in  America. 
Dr.  Blair  replied  that  more  ministers  were 

*  Assembly's  Enactment,  23  March,  1660. 


THE   COLLEGE  AND    THE   CHURCH.     \2J 

needed  in  Virginia,  that  the  people  had 
souls,  and  that  the  college  was  necessary 
to  educate  ministers.  "  Souls !  "  remon- 
strated Seymour,,  "  damn  their  souls  !  Let 
them  make  tobacco."*  The  third  college 
founded  in  this  country,  Yale,  was  found- 
ed by  a  few  ministers  assembled  in  Bran- 
ford,  who  established  it  by  the  formality 
of  presenting  a  number  of  books  with 
these  words :  "  I  give  these  books  for 
the  founding  of  a  college. "f 

The  clerical  beginning  of  the  higher 
education  thus  made  has  continued.  The 
Presbyterian  influence  was  felt  in  the 
establishment  of  the  College  of  New  Jer- 
sey, the  Episcopal  in  the  establishment 
of  Kings  (Columbia)  in  New  York,  and 
the  Baptist  in  the  establishment  of  Brown 
University  in  the  Colony  of  Rhode  Island. 
Dartmouth,  says  Professor  Charles  F. 
Richardson,  was  the  legitimate  outgrowth 
of  the  awakening  in  religious  and  literary 

*  Richardson  &  Clark's  College  Book,  p.  55. 
flbid.,  p.  63. 


128     WITHIN  COLLEGE  WALLS. 


thought  which  distinguished  the  second 
half  of  the  last  century.*  "  Rutgers  was 
founded,"  declares  the  charter,  "  for  the 
education  of  youth  in  the  learned  lan- 
guages, liberal  and  useful  arts  and 
sciences,  and  especially  in  divinity,  pre- 
paring them  for  the  ministry  and  other 
good  offices  ;"  and  in  the  past  as  in 
its  present  government  the  Dutch  Re- 
formed Church  rules.  The  name  of  Union 
College  sprang  from  a  desire  to  establish 
an  institution  free  from  sectarian  influ- 
ences, and  yet  with  a  hearty  determi- 
nation that  full  religious,  if  not  clerical, 
purposes  should  prevail. 

In  the  rapid  establishment  of  colleges 
in  the  present  century  the  clergy  have 
had  the  first  place.  As  the  population 
has  gone  westward  the  college  has  fol- 
lowed. The  Congregational,  Episcopal, 
Presbyterian,  Baptist,  Methodist,  and  the 
other  churches,  as  they  have  endeavored 
to  serve  the  people,  as  the  people  have 

*  Richardson  &  Clark's  College  Book,  p.  141. 


THE   COLLEGE  AND    THE   CHURCH.     12$ 

gone  westward,  have  found  that  the 
Christian  and,  as  they  thought,  the  de- 
nominational college  was  an  essential 
agency  in  their  service.  The  old  Western 
Reserve  College,  now  Adelbert  College  of 
Western  Reserve  University,  had  its  origin, 
remarks  its  second  president,  Rev.  Dr.  G. 
E.  Pierce,  "  in  a  religious  want  deeply  felt 
by  the  devout  men  who  laid  its  founda- 
tions. It  was  to  be  the  instrument  for 
providing  an  able,  learned,  and  pious 
ministry  for  the  infant  churches  which 
pious  missionaries  were  gathering  and  nur- 
turing with  untiring  zeal  and  energy.  It 
was  a  missionary  establishment  for  plant- 
ing the  Gospel  on  a  new  field."  *  Those 
who  co-operated  in  its  establishment  were, 
largely,  missionaries  of  the  Connecticut 
Missionary  Society.  In  a  similar  spirit 
and  motive  were  laid  the  foundations  of 
Marietta  College.  Its  first  president,  on 


*  This  and  the  following  instances  are  taken  from  the 
early  reports  of  the  American  Education  Society,  founded 
in  1815. 


130  WITHIN  COLLEGE    WALLS. 

his  induction  into  office,  was  charged, 
in  words  still  borne  in  Latin  upon  the 
shield  of  Harvard,  to  conduct  the  insti- 
tution "  for  Christ  and  the  Church." 
The  founding  of  Wabash  College  of 
Indiana  is  a  marvellous  example  of  Chris- 
tian devotion,  sacrifice,  and  forethought. 
Painfully  oppressed  with  the  need  of 
ministers  in  that  State,  a  few  home 
missionaries,  after  three  days  of  consulta- 
tion and  prayer,  resolved  to  make  the 
beginning  of  a  college.  Thus  deter- 
mined, says  one  who  was  present  at  the 
meeting,  "we  then  proceeded  in  a  body 
to  the  intended  location,  in  the  primeval 
forest,  and  there,  kneeling  on  the  snow, 
we  dedicated  the  ground  to  the  Father, 
the  Son,  and  the  Holy  Ghost,  for  a 
Christian  college."  Thus  was  once  again 
wrought  the  duty  voiced  in  Lowell's 
sublime  line, 

" We  ourselves  must  Pilgrims  be." 

Illinois  College  sprang  into  being  from  the 


THE   COLLEGE  AND    THE   CHURCH.     *3I 

union  of  two  independent  movements,  the 
one  of  home  missionaries  of  Illinois  and 
the  other  of  a  society  of  Yale  College. 
Knox  College  was  established  in  1837  by 
a  colony  of  Christian  families,  who 
wished  to  diffuse  the  influences  of  educa- 
tion and  of  religion  through  an  impor- 
tant section.  Beloit  originated  in  the 
combined  deliberations  and  action  of  the 
Congregational  and  Presbyterian  churches 
and  ministers  of  Wisconsin  and  Northern 
Illinois.  Oberlin  was  founded  by  two 
men,  John  J.  Shipherd  and  Philo  Stewart. 
Shipherd  was  the  pastor  of  a  Presbyterian 
church  in  Ohio,  but  resigned  his  pastor- 
ate for  the  purpose  of  extending  Chris- 
tian education.  Stewart  was  a  missionary 
among  the  Choctaws  in  Mississippi.  These 
two  men  so  held  a  Christian  ideal  of 
education  that  they  often  referred  to  it  as 
the  pattern  shown  in  the  Mount.  Iowa 
College  was  founded  by  the  so-called 
Iowa  Band,  a  dozen  graduates  of  An- 
dover,  who  entered  that  State  in  1840. 


132  WlTHItf  COLLEGE    W 'ALLS. 

The  colleges  that  are  founded  in  Minne- 
sota, South  Dakota,  and  Washington — 
Carleton,  Yankton,  and  Whitman — are  the 
outgrowth  of  the  purpose  of  ministers 
and  their  official  associates  to  secure  a 
learned,  vigorous  ministry.  It  is,  with 
the  exception  of  State  universities,  seldom 
that  the  single  motive  of  intellectual 
culture  has  been  found  sufficient  to  estab- 
lish a  college  in  a  new  community. 
The  motive  has  taken  on  an  ethical, 
religious,  and  even  clerical  aim. 

But,  further,  the  church  has  not  only 
founded  the  college ;  it  has  also,  in  its 
early  and  usually  feeble  years,  fostered 
the  college.  That  it  is  well  to  subject  a 
college  to  ecclesiastical  control  is  a  prop- 
osition no  longer  debatable.  Neither 
church  courts  nor  church  councils  are 
well  fitted  to  conduct  educational  institu- 
tions. Such  ecclesiastical  and  educational 
marriages  have  been,  on  the  whole,  not 
often  solemnized,  and  when  they  have 
occurred,  a  separation  has  frequently 


THE   COLLEGE  AND    THE   CHURCH.     133 

resulted.  But,  notwithstanding  the  lack  of 
official  control,  the  church  has  yet  made 
its  influence  felt,  and  felt  most  power- 
fully, in  the  management  of  the  college. 
In  the  denominational  colleges,  of  which 
we  have  more  than  two  hundred,  promi- 
nent ministers  and  laymen  of  the  re- 
spective denominations  usually  compose  a 
majority  of  the  governing  boards.  The 
funds  are,  to  no  small  degree,  drawn 
from  members  of  the  church  which 
the  college  represents.  But  even  if  the 
college  have  no  special  ecclesiastical  affil- 
iations, the  churches  have  representatives 
upon  the  board  of  trustees,  and  in  their 
conventions  receive  reports  of  the  insti- 
tutions through  their  officers.  It  is,  how- 
eve,r,  by  means  of  societies  formed  by 
the  churches,  and  which  are  the  agents  of 
the  churches,  that  the  colleges  are  the 
most  frequently  and  to  the  largest  ad- 
vantage aided.  For  more  than  thirty 
years  the  Western  College  Society,  as  a 
distinct  organization,  fostered  about  a 


134  WITHIN  COLLEGE    WALLS. 

score  of  colleges.  This  society  came  to 
the  relief  of  institutions  scattered  from 
the  Ohio  to  the  Pacific  when  their 
distress  was  great.  President  Smith  of 
Marietta  College  affirms  that  the  few 
thousand  dollars  given  to  that  institution 
"  saved  it  to  the  church."  President 
Sturtevant  of  Illinois  College  likewise 
declares  that  this  "society  has  saved 
the  college  from  extinction,  and  placed 
it  in  a  position  of  great  promise  of 
lasting  usefulness/'  The  first  college 
which  was  able  to  dispense  with  the 
assistance  of  the  Western  College  Society 
— the  Western  Reserve — was  a  college 
one  of  whose  early  presidents,  it  is  said, 
"had  often,  at  the  hour  of  midnight, 
lain  upon  his  bed  revolving  in  his  own 
mind  the  best  method  of  winding  up 
the  affairs  of  the  institution,  without 
having  dared  to  lisp  it  to  an  associate 
in  office."  Thus  did  this  society  foster 
the  colleges  of  the  West. 

While    the    church    bears    these    impor- 


THE   COLLEGE  AND    THE   CHURCH.      135 

tant  relations  to  the  college,  the  college 
bears  relations  no  less  important  to  the 
church.  These  relations  may  be  compre- 
hended in  the  general  remark  that  the 
college  gives  to  the  church  its  most  nec- 
essary factors  and  elements.  The  college 
furnishes  the  church  with  an  educated 
ministry  and  an  educated  laity.  The  col- 
lege not  only  trains  the  minister ;  it  often 
"  converts "  the  minister.  Revivals  are 
more  frequent  and  more  powerful  in  many 
colleges  than  in  the  average  community. 
In  them  have  hundreds  of  men  been  led 
to  devote  their  hearts  to  Christ  and  their 
lives  to  His  special  service.  It  is  made  to 
appear  from  the  induction  of  careful  facts 
that,  in  many  institutions  a  large  share 
of  whose  graduates  enter  the  ministry, 
fully  one  half  of  those  who  choose  this 
calling  become  Christians  while  pursuing 
the  collegiate  course.  In  1853,  Professor 
W.  S.  Tyler,  of  Amherst  College,  wrote 
that  of  all  the  ministers  graduated  at 
the  institution  one  quarter  were  hopefully 


136  WITHIN  COLLEGE    WALLS. 


converted  in  college.*  Among  them  are 
no  less  than  thirteen  foreign  missionaries 
and  no  less  than  twenty-eight  persons  who 
have  been  officers  of  either  colleges  or 
theological  seminaries.  The  list  contains 
such  names  as  Professor  E.  S.  Snell,  Pro- 
fessor B.  B.  Edwards,  and  Professor  H.  B. 
Hackett.  No  condition  gives  so  great 
promise  of  a  young  man  becoming  a 
Christian  as  a  four  years'  residence  in  a 
Christian  college.  College  life  contains 
fewer  direct  temptations  than  business 
life,  and  more  and  stronger  inducements 
to  the  personal  acceptance  of  Christ.  The 
revival  which  often  sweeps  through  not  a 
few  of  the  colleges,  and  which  is  at  once 
the  result  "and  the  cause  of  the  religious 
tendencies  of  many  students,  is  more  com- 
mon in  Western  than  in  Eastern  institu- 
tions ;  but  many  men  in  the  colleges  of 
New  England  are  thus  moved.  Dr. 
H.  Q.  Butterfield,  formerly  president 
of  Olivet,  speaks  of  a  certain  college 

*  Prayer  for  Colleges,  pp.  131-145. 


THE  COLLEGE  AND    THE   CHURCH.     137 

as  "a  revival  college."  Dr.  G.  F.  Magoun, 
formerly  president  of  Iowa  College,  writes 
of  "  five  successive  years  of  revival,  and 
the  very  considerable  number  of  students 
brought  to  Christ  therein."  This  strong 
religious  tendency  of  many  colleges  is  evi- 
denced in  a  remark  of  a  professor  in  one 
of  the  daily  prayer-meetings  of  the  stu- 
dents :  "  My  young  friends,  Jesus  Christ 
is  in  the  habit  of  visiting  Iowa  College." 
Without  the  religious  influences  of  the 
college,  the  need  of  ministers  would  be 
far  more  dire  than  it  now  is.  A  reason 
of  the  relative  increase  in  the  number  of 
theological  students,  in  seminaries  of  the 
Congregational  order,  coming  from  the 
West  rather  than  from  the  East,  lies  in 
the  fact  that  the  colleges  of  the  West  are, 
on  the  whole,  more  thoroughly  pervaded 
with  Christian  influences  than  the  colleges 
of  the  East.  A  cause,  also,  of  the  lament-"" 
able  and  constant  decrease  of  the  whole 
number  of  students  in  many  theological 
seminaries  in  the  last  decade  may  be 


138  WITHIN  COLLEGE    WALLS. 

found  in  the  fact  that  revivals  and  other 
instruments  of  Christian  work  have  not, 
in  this  period,  been  in  such  effective  oper- 
-ation  as  at  many  other  times. 

Many  students,  also,  who  do  not  enter 
the  ministry  become  Christians  in  college. 
The  college  is  a  centre  of  positive  relig- 
ious influence.  About  this  centre  every 
student  moves,  and  touched  by  this  influ- 
ence he  is  and  must  be.  Merchants  and 
manufacturers,  lawyers,  judges,  and  doc- 
tors, bankers,  architects,  and  teachers,  who 
are  now  the  noble  support  of  many 
churches,  were  thus  brought  to  a  supreme 
love  of  God. 

It  is  thus  made  evident  that  the  rela- 
tions of  the  church  and  of  the  college 
are  fundamental  and  intimate.  It  would 
not  be  rash  to  affirm  that  neither  institu- 
tion could  for  a  long  time  prosper  with- 
out the  other.  In  prosperity  the  one 
rises  with  the  other ;  in  adversity  the 
one  with  the  other  declines.  If  the  piety 
of  the  church  is  warm  and  aggressive, 


THE   COLLEGE  AND    THE    CHURCH.      139 

the  college  halls  will  be  filled  with  throngs 
of  young  men  assiduously  devoting  them- 
selves to  Christian  self-culture.  If  the 
piety  of  the  church  runs  low,  the  college 
will  at  once  feel  the  baneful  influence  of 
religious  indifference.  At  the  close  of  the 
last  and  at  the  opening  of  the  present 
century  the  students  of  Yale  College 
were  notorious  for  their  infidelity.  In  the 
year  1/99,  of  the  Senior  class  only  two 
members  had  made  a  public  profession  of 
religion  ;  of  the  Junior  and  Freshmen  only 
one  each,  and  of  the  Sophomore,  if  any 
at  all,  not  more  than  one.*  But  in  this 
respect  the  college  was  only  the  picture 
of  the  community.  In  the  city  of  New 
Haven,  in  the  last  five  years  of  the  last 
century,  outside  of  the  college,  there  were 
only  very  few  persons  under  twenty-five 
years  of  age  who  had  made  a  pro- 
fession of  religion.  The  elder  President 
Dwight,  through  his  sermons, ,  which  are 
preserved  in  his  system  of  divinity,  con- 

*  Prayer  for  Colleges,  pp.  147,  148. 


140  WITHIN  COLLEGE    WALLS. 

verted  the  college  to  Christian  stand- 
ards, and,  converting  the  college,  helped 
to  roll  back  the  tide  of  scoffing 
doubt  which  was  sweeping  through  the 
nation.*  The  college  and  the  church 
thus  act  and  react  upon  each  other.  The 
college  gives  the  church  its  ministry;  the 
church  gives  the  college  its  presidents 
and  not  a  few  of  its  other  teachers.  The 
college  helps  to  maintain  a  high  standard 
of  Christian  education ;  the  church  sends 
the  noblest  sons  of  her  noblest  members 
to  the  college  to  be  trained  for  useful- 
ness. The  college  fosters  that  wisdom 
and  discipline  required  for  the  efficiency 
and  stability  of  the  church ;  the  church 
fosters  the  material  and  religious  interests 
of  the  college.  The  church  helps  to  make 
the  college,  and  the  college  the  church. 
The  imperative  character  of  the  recip, 

*  A  considerable  number  of  the  first  class  which  the  elder 
Timothy  Dwight  taught  "assumed  the  names  of  the 
principal  English  and  French  infidels  ;  and  were  more 
familiarly  known  by  them  than  by  their  own."  (Dwight'a 
Theology,  Life,  etc.,  p.  xxxviii.) 


THE   COLLEGE  AMD    THE   CHURCH.     14* 

rocal  demands  of  the  church  upon  the  col- 
lege, and  of  the  college  upon  the  church, 
is  more  evident  in  the  West  than  in  the 
East.  The  Christian  influences  of  West- 
ern colleges  are,  as  a  body,  stronger  than 
the  Christian  influences  of  Eastern  col- 
leges. The  graduates  of  Eastern  institu- 
tions entering  the  ministry  are  few,  and 
have  been,  until  recent  years,  gradually 
becoming  tower.  One  half  of  the  college 
graduates  in  the  seven  Congregational 
seminaries  of  theology,  excluding  one  col- 
lege from  the  list,  are  now  from  the 
West.  The  American  Board  of  Commis- 
sioners for  Foreign  Missions  depends 
in  an  increasing  degree  upon  Western 
colleges  for  the  enlarging  and  recruiting 
of  its  forces.  In  1880,  Dr.  E.  K.  Alden, 
the  Home  Secretary,  writing  of  the 
places  of  the  education  of  the  ordained 
missionaries  then  in  the  service,  re- 
marked :  "  Of  one  hundred  and  thirty- 
nine  who  received  a  collegiate  education, 
thirty  are  alumni  of  Amherst  ;  twenty- 


142  IV I  THIN  COLLEGE    WALLS. 

two  of  Williams ;  , fifteen  of  Beloit  ;  seven 
of  Dartmouth ;  six  of  New  Jersey ;  five 
each  of  Bowdoin  and  of  Oberlin  ;  four 
each  of  Middlebury  and  of  Hamilton  ; 
three  each  of  the  University  of  Vermont, 
of  Western  Reserve,  and  of  Illinois  ;  two 
each  of  Union,  of  Knox,  and  of  Ripon ; 
and  the  remaining  sixteen  represent  six- 
teen institutions,  one  of  which  is  Harvard 
and  one  of  which  is  Iowa.  While  Har- 
vard College  has  given  us  during  the  en- 
tire seventy  years  but  four  of  its  gradu- 
ates, only  one  of  whom  is  now  living, 
Beloit,  Wisconsin,  which  was  founded 
only  thirty-three  years  ago,  has  given  us 
twelve,  of  whom  eleven  are  in  active  ser- 
vice. Other  Western  institutions,  nearly 
all  of  them  quite  young,  have  added 
twenty-three  to  the  number."  *  The 
churches  of  the  interior  States  demand 
ministers  of  the  colleges  of  these  States ; 
but  the  churches  of  the  East,  and  the 

*  Paper  at  annual  meeting  of  A.  B.  C.  F.  M.,  1880. 


THE   COLLEGE  AND    THE   CHURCH.     143 

churches     around     the     world,    make     the 
same  imperative  call. 

These  reciprocal  demands  of  the 
church  upon  the  college,  and  of  the  col- 
lege upon  the  church,  become  further 
evident  in  view  of  the  formative  state  of 
society  in  the  newer  commonwealths. 
Every  people  that  moves  into  a  new  coun- 
try is  necessarily  in  a  plastic  condition. 
However  old  the  settlers  themselves  may 
be,  the  new  physical  conditions  necessitate 
a  social  order  more  or  less  new,  adapted 
to  the  new  conditions.  A  large  part, 
therefore,  of  the  newer  sections  of  our 
New  World  is  in  a  plastic  state.  The 
social  order  can  therefore  be  formed,  and 
formed  with  ease.  In  such  a  process  of 
formation  the  college  depends  upon  the 
church,  and  the  church  in  turn  depends 
upon  the  college.  If  either  fails,  both 
fail.  If  the  church  stands  in  the  com- 
munity as  a  monument  to  the  worth  of 
the  human  soul,  the  college  stands  like- 
wise as  a  monument  to  the  worth  of  the 


144  WITHIN-  COLLEGE 


human  mind.  If  the  church  through  the 
minister  is  to  teach  man  in  the  things 
of  God,  the  college  must  prepare  the 
minister  who  thus  teaches.  It  is  not 
without  meaning  that  from  the  very 
founding  of  the  first  Congregational 
church  in  America,  and  from  the  found- 
ing of  the  first  Congregational  college, 
Harvard,  down  to  the  founding  of  the 
newest  college,  and  of  the  newest  church, 
in  a  Pacific  State,  the  college  has  always 
followed  the  church,  and  the  church  pre- 
ceded the  college.  Both  church  and  col- 
lege have  worked  together  ;  both  have 
made  and  met  reciprocal  demands  each 
upon  the  other,  all  for  the  formation  of 
a  Christian  society  within  the  bounds  of 
the  commonwealth. 

It  has  sometimes  been  said  that  the 
colleges  of  the  West  are  to  save  Amer- 
ican Christianity.  Whether  the  remark 
be  true  or  false,  it  is  evident  that  the 
star  of  Christianity,  like  the  star  of  em- 
pire, moves  westward.  In  membership 


THE   COLLEGE  AND    THE   CHURCH.     145 

the  churches  of  the  West  are  approach- 
ing the  churches  of  the  East  on  a  gal- 
lop. In  benevolences  several  churches  of 
the  West  are  the  peers  and  even  the 
superiors  of  the  most  generous  churches 
of  the  East.  If  the  Western  churches 
are  to  maintain  this  advance,  and  even 
to  make  further  progress,  the  colleges  and 
the  churches  must  work  together.  The 
churches  are  to  support  the  colleges  by 
sending  to  them  their  choicest  gifts  of 
young  men  and  women.  They  are  also 
to  support  the  colleges  through  gifts  for 
endowment.  In  turn,  the  colleges  should 
give  to  the  churches  young  men  and 
women  with  minds  well  disciplined,  with 
hearts  well  founded  in  righteousness, 
with  characters  established  in  intelligent 
Christian  principles.  Such  reciprocal  giv- 
ing and  receiving  represents  the  present 
condition  in  many  States.  In  Minnesota, 
for  instance,  Carleton  has  the  esteem  of 
the  Congregational  churches,  and  these 
churches  are  sending  to  Carleton  the 


146  WITHIN  COLLEGE    WALLS. 

offerings  of  their  sons  and  daughters,  and 
also  of  their  substance.  These  churches 
look  upon  the  college  as  simply  their 
agent,  their  clearing-house,  their  represen- 
tative, in  which  and  through  which  they 
are  equipping  laborers  for  the  salvation 
of  the  world.  Carleton  College  in  turn 
looks  upon  these  churches,  from  whom  it 
has  received  great  aid,  as  those  to  whom 
it  is  to  extend  its  benefits  in  the  uphold- 
ing of  a  high  type  of  Christian  manhood 
and  womanhood,  and  in  the  inculcation 
of  a  devout  and  aggressive  and  intelli- 
gent piety.  The  attitude  of  this  college, 
like  the  attitude  of  every  Christian  col- 
lege, is  simply  the  exemplification  of  the 
motto  of  Harvard,  that  it  is  founded  and 
exists  "  for  Christ  and  the  Church." 
Such  reciprocity  is  customary :  the  one 
denominational  college  of  a  State  is 
regarded  at  once  as  the  child  and  the 
parent  of  the  churches ;  the  demands  are 
reciprocal ;  the  advantages  are  reciprocal. 
Each  institution  works  through  and  for 


THE   COLLEGE  AND    THE  CHURCH. 


the    other,   and    both    for   the    salvation    of 
humanity  in    all    righteousness. 

It  is  well  for  men  in  college  to  know 
that  the  noble  advantages  which  they  are 
enjoying  represent  the  noble  sacrifices  of 
the  Christian  people  of  this  country. 
Without  these  sacrifices  —  usually  offered 
with  joy  —  most  colleges  would  not  have 
been  founded,  and  without  these  found- 
ations tens  of  thousands  of  men  would 
have  been  denied  an  education.  With 
a  great  price  have  they  come  into  the 
freedom  of  a  liberal  education. 


148     WITHIN  COLLEGE  WALLS. 


IX. 

THE   COLLEGE   FITTING   FOR  BUSINESS. 

THE  prevailing  prejudice  against  college 
men  as  candidates  for  businesses  at  once 
reasonable  and  unreasonable.  It  is  reason 
able,  in  that  it  is  based  on  the  belief  that 
college  men  are  not  willing  to  "shovel," 
to  do  menial  tasks ;  and  some  college 
men  are  not  willing.  (The  prejudice  is 
unreasonable,  in  that  college  men  who  are 
worthy  sons  of  a  worthy  alma  mater  are 
willing  to  do  any  work,  however  menial, 
which  it  becomes  their  duty  to  do?) 
Business  is  an  art,  and  every  art  is  to  be 
learned  by  the  practice  of  it.  No  art  is 
thoroughly  known  if  the  humbler  elements 
are  unknown.  Therefore  the  worthy  col- 
lege man  who  proposes  to  enter  business 
is  willing  to  "  shovel." 


THE  COLLEGE  FITTING  FOR  BUSINESS.   I4Q 

The  simple  truth  is  that  the  college 
man  entering  business  does  not  spend  so 
long  a  time  learning  the  elements  of  his 
calling  as  the  boy  whose  formal  education 
ceased  at  fifteen.  The  following  concrete 
assumption  does  not  put  the  question  in 
a  form  too  strong :  Two  boys  are  each 
of  the  age  of  eighteen  ;  their  abilities  are 
equal ;  their  training  has  been  identical ; 
both  propose  to  become  merchants  or 
manufacturers.  On  leaving  the  High 
School  John  enters  business ;  on  leaving 
the  High  School  Edgar  enters  college. 
Four  years  pass:  John  has  become  the 
master  of  many  details  and  of  the  chief 
principles  of  his  work.  In  these  same 
four  years  Edgar  has  secured  his  college 
education.  Each  has  become  of  the  age 
of  twenty-two.  The  day  following  Com- 
mencement Edgar  puts  on  his  overalls 
and  begins  where  John  began  four  years 
before.  In  six  months  Edgar  will  have 
come  to  know  the  business  as  well  as 
John  had  learned  it  in  the  first  year;  in 


WITHIN  COLLEGE  WALLS. 


the  first  year  Edgar  will  have  come  to 
know  the  business  as  well  as  John  had 
learned  it  in  the  first  two  and  a  half 
years  ;  in  the  first  two  years  Edgar  will 
have  learned  more  than  John  learned  in 
the  first  four  years;  in  his  first  four  years 
Edgar  will  have  caught  up  in  knowledge 
and  efficiency  with  John,  knowledge  and 
efficiency  which  John  secured  in  his  eight 
years  ;  and  from  this  time  Edgar  will  go 
ahead  of  John  with  a  swiftness  increasing 
with  each  succeeding  year. 

In  hundreds  of  factories  and  shops  and 
stores  this  assumption  is  proved  to  be  the 
absolute  truth.  And  the  reason  of  it  is 
clear  enough  :  the  college  man  has  been 
taught  to  see,  to  think,  to  judge.  It  is 
the  question  of  the  trained  athlete  against 
untrained  strength,  of  the  disciplined  sol- 
dier against  raw  bravery. 

When  Mr.  Andrew  Carnegie  says  in  his 
famous  diatribe  that  the  college  man 
"has  not  the  slightest  chance,  entering 
business  at  twenty,  against  the  boy  who 


THE  COLLEGE  FITTING  FOR  BUSINESS.   !$! 

swept  the  office  or  who  began  as  ship- 
ping clerk  at  fourteen,"  one  is  inclined 
to  ask  him  respecting  the  graduates  with 
whom  it  has  been  his  misfortune  to  be  as- 
sociated. The  facts  as  well  as  general 
reasonings  too  are  against  Mr.  Carnegie's 
assertion.  In  a  group  of  sixty-five  grad- 
uates, whose  homes  or  business  relations 
are  in  the  single  city  of  New  York,  can 
be  found  eighteen  bankers,  fifteen  leading 
railroad  managers,  ten  manufacturers,  ten 
merchants,  seven  presidents  of  chief  in- 
surance companies,  and  five  conspicuous 
publishers.  Mr.  Chauncey  M.  Depew,  the 
president  of  the  New  York  Central  Rail- 
road, is  reported  to  have  said  that  hun- 
dreds of  college  men  have  begun  in  these 
last  years  at  the  bottom  in  railroad  work 
and  have  soon  distanced  the  uneducated 
boy  and  man.  To  attempt  a  catalogue  of 
the  men  who  have  thus  worked  would  be 
to  name  leading  men  in  every  department 
of  industrial  and  commercial  life. 

I    am    not,    of    course,  saying    that    the 


152  WITHIN  COLLEGE    WALLS. 

lack  of  a  college  training  is  a  prophecy 
of  the  lack  of  success.  I  am  prepared 
even  to  allow  that  a  man  who  has  no  col- 
lege training  may  be  able  to  secure  a 
greater  triumph  than  any  man  who  has  a 
college  training.  College  training  is  only 
an  element  of  the  equipment.  But  I  am 
saying  that  any  man,  however  gifted  by 
nature,  becomes  through  the  agency  of  a 
college  training  the  better  fitted  for  doing 
the  largest  service  in  a  commercial  or 
other  calling  to  which  he  may  devote 
himself.  The  college  is  not  designed  to 
train  merchants  or  manufacturers,  but  it  is 
designed  to  train  men  who,  becoming  mer- 
chants or  manufacturers,  will  be  better 
merchants  or  manufacturers  than  they 
could  be  without  the  training. 

The  advantage  which  the  man  in  busi- 
ness receives  from  a  thorough  training  is 
greater  today  and  is  to  become  even 
greater  to-morrow  than  ever  before  in  the 
world's  history.  This  advantage  and  the 
source  of  it  are  suggested  in  a  letter  to 


THE  COLLEGE  FITTING  FOR  BUSINESS.   153 

me  written  by  one  of  the  managers  of  a 
great  insurance  company.  He  says: 

"The  training  of  a  college  course  be- 
comes more  and  more  important  as  years 
roll  on  and  business  is  conducted  on  a 
larger  scale  and  with  a  broader  field  than 
formerly,  and  as  judgment  forms  a  larger 
and  luck  a  smaller  factor  than  in  the 
earlier  years  of  the  country's  history.  A 
boy  can  learn  to  measure  tape  or  retail 
groceries  without  a  college  education,  but 
for  the  management  of  men  and  the  con- 
trol of  large  enterprises  the  more  com- 
plete and  thorough  his  training  the  more 
likely  he  is  to  be  successful." 

Consolidation  and  combination  represent 
the  modern  commercial  method.  If  indi- 
vidualism is  becoming  more  important  in 
civil  and  domestic  relations,  it  is  becom- 
ing less  important  in  mercantile.  There- 
fore the  demand  for  knowledge  which 
shall  be  both  exact  and  comprehensive, 
for  wisdom  which  shall  be  of  details  and 
yet  not  petty  but  large,  for  force 


154  WITHIN  COLLEGE    WALLS. 

which  shall  be  aggressive  without  rash- 
ness, is  becoming  more  and  more  impera- 
tive. And  where  can  one  look  for  knowl- 
edge and  wisdom  and  force  with  a  surer 
hope  of  finding  these  noble  qualities  in 
their  noblest  development  elsewhere  than 
in  the  worthy  American  college  ? 

But  the  one  phrase,  American  college, 
has  ceased  to  represent  a  single  form  of 
education.  Individualism  has  touched  the 
college  quite  as  deeply  as  it  has  any  de- 
partment of  life.  The  "  elective  system  " 
is  individualism  applied  by  the  college 
student.  It  is  no  longer  true  that 
the  graduate  entering  business  knows 
Latin,  Greek,  mathematics,  and  nothing 
else.  It  is  true  that  what  he  knows  out- 
side of  these  three  departments  may  in- 
clude more  knowledge  than  what  he 
knows  of  them.  If  the  purpose  of  a  gen- 
eral training  is  the  chief  aim  of  a  college, 
as  I  believe  it  is,  this  aim  may  be  gained 
in  pursuing  certain  studies  which  jnay 
themselves  prove  to  be  of  immediate, 


THE  COLLEGE  FITTING  FOR  BUSINESS.   155 

definite,  and  practical  worth.  If  the 
college  man  find,  in  the  middle  of  his 
course,  that  he  will  probably  become  a 
banker,  why  should  he  hesitate  to  con- 
centrate his  attention  upon  such  studies 
as  Political  and  Social  -Science,  Finance, 
Administrative  and  Constitutional  Law, 
Constitutional  History?  If  the  student 
discover  that  he  has  special  aptitudes, 
why  should  he  delay,  when  he  has 
passed  the  half-way  stone,  to  train  these 
aptitudes?  Let  faculty  be  made  facility. 
The  student  need  have  no  fear  of  thus 
becoming  narrow.  His  previous  training 
will  save  him.  College  training  should  be 
broad,  yet  with  special  fitnesses  for  life's 
special  work ;  college  training  should  be 
training  for  life's  special  work,  but  it 
should  be  saved  from  narrowness.  The 
college  man  proposing  to  become  a  mer- 
chant or  manufacturer  or  administrator 
should  have  before  himself  the  twin  pur- 
pose of  becoming  a  business  man  and  a 
business  man, 


156  WITHIN   COLLEGE    WALLS. 


X. 


THE  PRE-EMINENCE  OF  THE  COLLEGE 
GRADUATE. 

I  HAVE  had  an  examination  made  of 
the  six  volumes  known  as  "  Appletons' 
Cyclopaedia  of  American  Biography."  The 
work  contains  sketches,  more  or  less  com- 
plete, of,  fifteen  thousand  one  hundred 
and  forty-two  persons.  These  persons  are 
.Americans.  Most  of  them  were  born  on 
our  soil.  Those  who  were  not  born  here 
lived  and  worked  here.  The  book  is  sup- 
posed to  represent  the  most  conspicuous 
fifteen  thousand  persons  of  our  American 
history.  It  is  necessarily  subject  to  limi- 
tations. Many  who  have  wrought  better 
than  these  who  are  here  sketched  are  not 
introduced.  But  it  is  the  least  incom- 
plete of  all  collections  of  the  lives  of  the 
more  conspicuous  Americans.  Two  of  my 


PRE-EMINENCE  OF  THE  GRADUATE.   1 57 

friends,  students  in  Adelbert  College  of 
Western  Reserve  University,  Herbert 
Seely  Bigelow  and  Alfred  John  Wright, 
have  examined  each  of  these  more  than 
fifteen  thousand  names.  The  facts  which 
we  set  out  to  discover  were :  How  many 
of  these  persons  are  college  graduates, 
and  how  many  are  not  ?  What  is  the 
education  of  those  who  are  not  college 
graduates?  To  what  colleges  are  those  to 
be  credited  who  are  graduates?  To  what 
professions  do  the  graduates  belong? 

The  following  table  represents  the  re- 
sults of  the  examination.  A  word  ex- 
planatory may  be  fitting.  It  can  be  best 
given  by  an  example.  Amherst  College  is 
represented  in  the  Cyclopaedia  by  one  hun- 
dred and  two  graduates.  Of  these,  twenty- 
seven  are  clergymen,  four  soldiers,  twenty- 
four  educators,  and  so  on  to  the  end  of 
the  list.  A  similar  presentation  is  made  in 
the  case  of  each  of  the  forty-three  colleges 
named.  The  term  "  Non-College"  and  the 
figures  following  show  the  number  of  men 


WITHIN  COLLEGE  WALLS. 


a 

<u 

0 

Soldier. 

Lawyer. 

Statesman. 

Business. 

\ 

£ 

Author. 

Physician. 

Artist. 

Amherst          .                .   . 

g 

n 

g 

Brown  
Colby     

53 

5 

6 

2 

33 

31 

3 

9 

9 

12 

3 

Columbia 

12 

38 

15 

12 

18 

Cornell  
Dartmouth  
Dickinson             

i 
60 
18 

I 
IO 

I 

"36 
15 

i 

22 

3 

1 

7 

i 

i 

I 

4 

8 
8 

i 

2 

5 

Hamilton   
Hampden-Sidney  
Harvard 

2O 

14 

2 

4 
ifi" 

4 

4 

2 
"» 

39 

3 

9 
93 

I 
I 

i. 

6 

T 

i 

Jefferson  

'9 

3 

7 
3 

8 

i 

.... 

3 

i 

2 

4 

9 

2 

2 

Miami 

t; 

i 

9 

i 

2 

2 

Middlebury  

28 

f, 

9 

5 

Nashville 

T 

2 

4 

New  York 

6 

6 

Oberlin     

i 

2 

: 

„ 

7 

15 

Rochester  

3 

i 

Rutgers.  

23 

6 

5 

3 

14 

2 

3 

i 

St  John 

i 

I 

Trinity 

22 

i 

2 

2 

I 

i 

fir; 

16 

I^ 

6 

I 

16 

8 

Vermont  

6 
9 

i 

7 
8 

2 

8 

2 

I 

3 

3 
7 

1 

Washington  and  Jefferson 
Wesleyan  

6 
16 

2 

4 

4 

2 

.... 



i 

i 

3 

Williams  
William  and  Mary 

43 

7 

6 
7 

23 
15 

12 

29 

7 

2 

9 

2 

ii 

Yale 

194 

37 

149 

55 

19 

53 

4 

Small  Eastern  
Small  Southern  
Small  Western 

71 

57 
29 

9 

*3 
12 

13 

32 
14 

13 
25 

4 

6 
•3 

•• 

I 

12 
21 

ii 

25 

's 

2 

211 

25 

IO 

17 

2 

54 

51 

2O 

Academy  

59 

-pfi 

68 

fis 

60 

14 

79 

^6 

W 

Non-College  
Total  

1080 
2744 

1264 
1752 

769 
1678 

811 
1310 

884 
1105 

466 
5*5 

668 
1124 

449 
912 

525 
630 

Per  cent  representing  col- 
lege graduates  

•58 

•03 

•50 

•33 

-1? 

029 

•37 

.46 

.104 

PRE-EMINENCE  OF  T^E  GRADUATE.   159 


Educator. 

Scientist 

journalist. 

PublicMan. 

w.' 

P 

i 

o 

-< 

Explorer, 
Pioneer. 

Philan- 
thropist. 

Whole  No. 
of  Persons 
1  named  in 
Cyclopaedia 

j 

i 

IO2 

Bowdoin.     .  .  .  ;  

Tfi 

2 

3 

104 

2 

189 

Colby                             .     . 

2O 

198 

Cornell 

2O 

I 

208 

Dickinson  

7 

3 

i 

2 

... 

I 

53 

12 

Georgia  U     

21 

Tfi 

I 

68 

Harvard  .   . 

95 

T 

2 

g 

883 

Hobart                    ... 

J 

J  eff  erson  

3 

46 

Kenyon  •  

IQ 

16 

M  arietta         »  

i 

8 

Michigan  U  

16 

; 

60 

NewYork...  

6 

6 

2 

8 

... 

.... 

i 

P 

Oberlin                

* 

12 

Pennsylvania  
Princeton  

7 
24 
6 

21 

3 

2 

7 
ii 

I 

.... 

175 
319 
22 

South  Carolina  

& 

St  John 

16 

Trin3ylvania  

18 

Trinity                ... 

T 

45 

Union  

6 

188 

Vermont          

6 

n 

35 

Virginia  

8 

3 

3 

.... 

1 

54 

Washington  and  Jefferson 

'  'j 

14 

18 

54 

Western  Reserve  
Williams  
William  and  Mary  

Yale 

26 

B! 

i 
M 

I 

1-.Q 

i 

7 

2 

:•:•• 

!:: 

'3 

'11 

Small  Eastern  
Small  Southern  
Small  \Vestern  

it 
13 

9 

!5 

6 
7 

I 
I 

i 
i 

1 

171 

230 
132 

Foreign     .  .         

g, 

6 

Non-College  

345 

S 

••>o 

605 

'44 

9' 

232 

145 

8867 

Total   

ioie 

5« 

3: 

765 

1  66 

107 

249 

i8c 

15142 

Percent  representing  co 
lege  graduates.. 

.61 

.6 

•3 

.189 

.11 

.039 

•03< 

>     .16 

•35 

l6o  IVtrmN    COLLEGE    WALLS. 


in  the  specified  callings  whose  names  are 
found  in  the  Cyclopaedia  who  are  not 
graduates.  The  "Total"  stands  for  the 
number  of  all  the  men  represented  in  the 
Cyclopaedia.  The  last  line  represents  the 
percentage  of  the  graduates  found  be- 
longing to  each  of  the  callings  specified. 
Of  the  15,142  men  named  in  the  book, 
5326  are  college  men,  or  slightly  more 
than  one  third.  Of  them  also  941  are 
what  may  be  called  academy  but  not  col- 
lege men.  It  is  to  me  exceedingly  signifi- 
cant that  so  large  a  proportion  are  col- 
lege-bred. The  whole  number  of  graduates 
of  American  colleges  from  the  beginning 
until  the  present  time  does  not  certainly 
exceed  two  hundred  thousand.  The  num- 
ber may  be  nearer  one  hundred  and  fifty 
thousand.  Of  these,  five  thousand  have 
done  such  work  as  to  deserve  a  memorial 
more  or  less  permanent.  According  to 
the  larger  estimate,  one  man,  therefore,  in 
every  forty  men  graduating  has  thus  de- 
served well.  I  recently  asked  a  distin- 


PRE-EMINENCE  OF  THE  GRADUATE.   l6l 

guished  Professor  of  American  History 
how  many  persons  had  ever  lived  in 
America.  He  was  unable  to  give  me  an 
answer.  I  assume  that  at  least  a  hundred 
millions  of  people,  who  have  lived  and 
whose  dust  mingles  with  the  common 
dust  of  this  new  soil,  have  not  had  a  col- 
lege training.  Yet  out  of  these  hundred 
millions  only  ten  thousand  have  so 
wrought  as  to  deserve  such  recognition 
as  is  found  in  a  cyclopaedia  .of  biography. 
Only  ten  thousand  out  of  ten  thousand 
times  ten  thousand !  Therefore  only  one 
out  of  every  ten  thousand.  But  of  the 
college  men  one  in  every  forty  has  at- 
tained such  a  recognition.  Into  one 
group  gather  together  ten  thousand  in- 
fants and  send  no  one  to  college :  one 
person  out  of  that  great  gathering  will 
attain  through  some  work  a  certain  fame. 
Into  another  group  gather  forty  college 
men  on  the  day  of  their  graduation,  and, 
out  of  these  forty,  one  will  attain  recog- 
nition. It  is  not  very  hard  to  see  how 


1 62  WITHIN-  COLLEGE    WALLS. 

far  the  proportion  is  in  favor  of  the  col- 
lege man — two  hundred  and  fifty  times.  I 
will  not  vouch  for  the  mathematical  ac- 
curacy of  these  estimates ;  but  I  do  say 
that  they  are  true  in  their  general  impres- 
sion and  significance. 

We  are  not  to  forget  that  men  who  go 
to  college  are  in  a  sense  picked  men. 
Many  of  them,  without  going  to  college, 
would  have  wrought  conspicuously  well. 
The  abilities  which  impelled  them  to  give 
themselves  the  best  training  for  doing 
their  work  would  have  still  proved  some- 
what efficient  without  the  training.  The 
circumstances  and  conditions  which  influ- 
enced them  toward  the  college  would 
have  proved  to  be  generous  incentives  for 
the  rendering  of  noble  service,  were  they 
bereft  of  the  advantages  which  the  col- 
lege provides.  But  after  all  deductions 
are  made,  it  is  still  just  to  say  that  the 
chances  are  vastly  in  favor  of  the  man  of 
college  training  rendering  the  ablest  and 
most  distinguished  service  to  humanity. 


PRE-EMINENCE  OF  THE  GRADUATE.   163 

Among  the  interesting  questions  upon 
which  this  survey  sheds  light  is  the  ques- 
tion, In  what  vocations  is  found  the  largest 
proportion  of  college  men  ?  I  may  now 
say  that  the  results  of  this  examination 
were  classified  under  seventeen  profes- 
sional divisions:  clergymen,  soldiers,  law- 
yers, statesmen,  business  men,  naval  offi- 
cers, authors,  physicians,  artists,  educators, 
scientists,  journalists,  public  men,  invent- 
ors, actors,  explorers  or  pioneers,  ano 
philanthropists.  There  are  515  naval  offi- 
cers sketched,  of  whom  only  49  are  college 
men,  or  2.9  per  cent.  Essentially  the 
same  proportion  is  found  among  soldiers : 

f  no  less  than  1752  names  mentioned, 
64  do  not  represent  a  college  training; 

56  represent  only  an  academical  train- 
ing. Of  the  107  actors  mentioned,  only  8 
are  college-bred.  The  percentages  found 
in  the  other  callings  are  as  follows  :  pio- 
neers and  explorers,  3.6  per  cent ;  artists, 
10.4  per  cent ;  inventors,  1 1  per  cent ; 
philanthropists,  16  per  cent ;  business  men, 


164  WITHIN  COLLEGE    WALLS. 

17  per  cent;  public  men,  18  per  cent; 
statesmen,  33  per  cent ;  authors,  37  per 
cent ;  physicians,  46  per  cent ;  lawyers, 
50  per  cent ;  clergymen,  58  per  cent  ;  edu- 
cators, 61  per  cent ;  scientists,  63  per  cent. 

One  is  tempted  to  linger  upon  these 
figures,  to  show  in  detail  how  they  tend 
to  prove  the  worth  of  a  college  training. 
Forty-six  per  cent  of  the  physicians  noted 
in  this  book  are  graduates.  It  is  a  noto- 
rious fact  that  the  medical  profession  has 
very  few  college-trained  members.  The 
usual  estimate  is  that  one  physician  in 
every  twenty  has  a  college  training.  Now 
of  all  the  physicians  who  do  such  con- 
spicuous work  as  to  deserve  a  place  in 
a  cyclopaedia,  almost  one  half  are  found 
to  belong  to  this  small  five  per  cent  ;  the 
forty-six  per  cent  is  found  to  belong  to 
the  five  per  cent! 

The  contrast  is  not  so  strong  in  the 
case  of  lawyers.  «It  is  probable  that 
about  one  fifth  of  all  the  lawyers  now 
practising  are  graduates,  or  twenty  per 


PRE-EMINENCE  OF  THE  GRADUATE.   165 

cent.  But  of  the  lawyers  whose  names 
appear  in  this  Cyclopaedia,  fifty  per  cent 
are  college-bred.  In  respect  to  ministers, 
too,  we  find  the  same  general  result.  It 
has  been  to  me  a  little  surprising,  I  will 
confess,  that  of  the  2744  clergymen  named 
in  this  Cyclopaedia,  1139  are  not  college 
graduates ;  that  is  to  say,  fifty-eight  per 
cent  only  are  college  graduates.  The  min- 
istry is  in  general  the  most  learned  of 
all  the  professions.  The  lists  of  the  first 
graduates  of  our  two  oldest  colleges  show 
that  to  be  a  college  graduate  was  not 
identical  with  being  a  minister,  but  the 
lists  do  show  that  considerably  more 
than  one  half  did  enter  the  ministry. 
In  recent  times  this  condition  is  al- 
together changed.  For  a  long  period 
that  largest  and  most  aggressive  of  our 
American  churches,  the  Methodist  Epis- 
copal, discouraged  the  higher  education 
as  a  pathway  to  the  ministry.  Clerical 
pioneers,  like  civil  pioneers,  it  was 
thought,  need  no  college  training,  But 


1 66  WITHIN  COLLEGE    WALLS. 

at  the  present  time  the  face  of  this  great 
church  is  as  strongly  set  toward  the 
college  as  its  back  was  in  the  former 
time.  It  may  therefore  be  due  to  the 
early  and  long-continued  attitude  of  the 
Methodist  Episcopal  Church  and  certain 
other  churches  toward  education  that  we 
find  no  larger  proportion  than  fifty- 
eight  per  cent  among  the  more  eminent 
clergymen  representing  a  college  training. 
Among  these  figures  it  appears  that 
seventeen  per  cent  of  the  business  men 
who  have  thus  won  recognition  are 
graduates.  Although  this  percentage 
seems  small,  yet  it  is  exceedingly  sig- 
nificant. There  are  mentioned  in  this 
Cyclopaedia  1 105  men  of  business.  If 
one  can  by  a  mathematical  imagination 
conceive  how  many  business  men  there 
are  or  have  been  in  this  country  and 
will  compare  this  number  of  his  imagi- 
nation with  1105,  and  if  on  the  other 
hand  he  will  compare  the  161  business 
men  that  are  graduates  who  are  men- 


PRE-EMINENCE  OF  THE  GRADUATE.    1 67 

tioned  in  this  Cyclopaedia  with  the 
relatively  small  number  of  business  men 
in  this  country  who  have  had  a  college 
training,  he  will  obtain  a  product  show- 
ing how  vast  is  the  evidence  in  favor  of 
the  worth  of  a  college  training. 

In  this  comparison  occur  the  names  of 
forty-three  colleges.  There  are  also  in- 
cluded several  colleges,  represented  by  a 
small  number  of  graduates,  which  are 
classified  as  the  "  Small  Eastern,"  the 
"Small  Southern,"  and  the  "Small  West- 
ern "  colleges. 

Let  me  compare  certain  of  these  col- 
leges which  are  conspicuous  and  which 
we  naturally  associate.  The  first  college 
founded  in  America  was  Harvard,  the 
third  Yale ;  the  second  was  William  and 
Mary  in  1693  ;  but  William  and  Mary  after 
a  long  and  noble  career  is  now  a  college 
hardly  more  than  in  name.  I  may  there- 
fore compare  our  two  oldest  colleges,  and, 
I  think  I  do  no  injustice  in  saying,  our 
two  most  conspicuous.  Harvard  College 


1 68      WITHIN  COLLEGE  WALLS. 

was  founded  in  1636,  Yale  in  the  first 
year  of  the  last  century.  Harvard,  includ- 
ing the  class  of  1890,  has  11,932  grad- 
uates; Yale,  10,576  graduates.  Of  the 
Harvard  graduates,  883  are  noted  in  this 
Cyclopaedia;  of  the  Yale,  713.  Of  the 
Harvard,  slightly  more  than  seven  per 
cent  ;  of  the  Yale,  slightly  less  than  seven 
per  cent.  In  this  same  Cyclopaedia  the 
clergy  has  of  Harvard  men  204 ;  of 
Yale  194.  Of  soldiers,  Harvard  39,  Yale 
37;  lawyers,  Harvard  162,  Yale  149; 
statesmen,  Harvard  50,  Yale  55  ;  business 
men,  Harvard  39,  Yale  19;  naval  officers, 
Harvard  3,  Yale  o;  authors,  Harvard  93, 
Yale  $3;  physicians,  Harvard  91,  Yale  43; 
artists,  Harvard  12,  Yale  4;  educators, 
Harvard  95,  Yale  83  ;  scientists,  Harvard 
37,  Yale  38 ;  journalists,  Harvard  14,  Yale 
15;  public  men,  Harvard  32,  Yale  14; 
inventors,  Harvard  I,  Yale  3;  philanthro-. 
pists,  Harvard  9,  Yale  6.  As  one  com- 
pares these  two  sets  of  figures  he  is 
at  onge.  with  the  similarities  and 


PRE-EMINENCE  OF  THE  GRADUATE.    l6g 

the  dissimilarities.  In  the  number  of 
clergymen  and  of  lawyers  there  is  com- 
parative equality.  In  the  number  of  edu- 
cators each  college  has  a  similar  credit. 
But  in  respect  to  the  significant  callings 
of  the  physician  and  of  the  author  there 
is  a  great  variance:  Harvard  has  91 
physicians,  Yale  43  ;  Harvard  has  93 
authors,  Yale  53. 

I  have  been  questioning  myself  as  to 
the  cause  of  such  a  dissimilarity.  I  am 
inclined  to  think  that  the  reason  Har- 
vard has  a  so  much  larger  number  of 
distinguished  physicians  lies  in  the  fact 
that  the  Harvard  Medical  School  is  as- 
suredly a  more  conspicuous  agency  than 
the  Yale  Medical  School,  and  that  it  has 
been  more  easy  for  the  bachelor  of  Har- 
vard to  become  a  physician  through  his 
own  Medical  School  than  for  the  Yale 
bachelor  to  become  a  physician  through 
either  the  Harvard  or  his  own  Medical 
School.  The  difference  between  the  num- 
of  authors  among  the  Harvard  gradu-r 


W1TIIIX   COLLEGE    WALLS. 


ates  and  among-  the  Yale  graduates  has 
long  been  recognized.  It  has  always  been 
said  that  the  literary  influences  of  Cam- 
bridge and  Boston  are  stronger  than 
those  of  New  Haven  and  New  York. 
American  historians  have  dipped  their 
pens  into  the  Harvard  ink-bottle.  Of  our 
historical  pentarchy,  Bancroft  and  Motley 
and  Parkman  and  Palfrey  and  Henry 
Adams  are  Harvard  men.  Of  our  poeti- 
cal pentarchy,  Lowell  and  Holmes  and 
Emerson  are  Harvard  men.  What  is  the 
cause  of  such  literary  preponderance?  A 
general  cause  may  lie  in  the  fact  that 
Boston  has  been  the  literary  centre  of 
the  United  States.  A  general  cause  may 
also  lie  as  far  back  as  the  earlier  colonial 
period  ;  the  colonial  pulpit  had  a  tremen- 
dous influence  in  the  promotion  of  the 
higher  intellectuul  interests.  I  also  judge 
that  a  further  and  more  immediate  cause 
of  the  literary  pre-eminence  of  Harvard 
students  is  found  in  the  fact  that  the 
chairs  of  literature  at  Harvard  have  been 


PRE-EMIXENCE  OF  THE  GRADUATE.    I /I 

filled  by  such  teachers   as    Longfellow    and 
Lowell  and   Edward  Tyrrell  Channing. 

Over  the  name  of  Channing  one  likes 
to  linger.  It  is  to  Channing  above  every 
one  else  that  this  pre-eminence  is  due. 
Mr.  Edward  Everett  Hale  says : 

"  I  once  heard  it  said,  by  a  person 
competent  to  judge,  that  Harvard  College 
had  trained  the  only  men  in  America 
who  could  write  the  English  language, 
and  that  its  ability  to  do  this  began  with 
the  year  1819  and  ended  with  the  year 
1851.  The  same  person  added  that  who- 
ever chose  to  look  on  the  college  cat- 
alogue would  see  that  those  were  the 
years  when  Edward  Tyrrell  Channing 
began  and  ended  his  career  as  the  Boyl- 
ston  Professor  of  Rhetoric  and  Oratory. 
This  was  said  thirty  years  ago."  * 

Mr.   Hale  adds : 

"  Half  a  century  afterwards,  when  I  was 
an  overseer,  the  president  of  the  time  said 

*  "  My  College  Days,"  Atlantic  Monthly,  March,  1893, 
Vol.  LXXI.,  No.  425,  pp.  360,  361. 


IV  1  THIN  COLLEGE    WALLS. 


to  me,  'You  cannot  get  people  to  read 
themes  for  many  years  together.'  I  said, 
'  I  thank  God  every  day  of  my  life  that 
Ned  Channing  was  willing  to  read  themes 
for  thirty-two  years.'  "  * 

The  work  that  the  college  can  do  for 
a  man  in  teaching  him  to  write  English 
is  slight,  but  is  worth  much.  American 
literature  owes  a  debt  to  Edward  Tyrrell 
Channing  which  will  never  be  properly 
recognized.  Less  distinguished  than  his 
brother,  William  Ellery  Channing,  Ameri- 
can literature  owes  him  an  obligation 
hardly  less  than  that  which  the  liberal 
church  of  America  owes  to  the  distin- 
guished apostle  of  Unitarianism. 

But  when,  in  comparing  Harvard  and 
Yale,  we  turn  to  what  are  called  states^ 
men,  we  find  that  the  advantage  lies 
with  the  college  in  New  Haven.  Harvard, 
although  having  a  larger  number  of  grad^ 
uates,  is  credited  with  only  fifty  states- 


PRE-EMINENCE  OF  THE  GRADUATE.  173 

men,  while  Yale  is  credited  with  fifty- 
five.  It  has  commonly  been  said  that 
Harvard  is  more  of  a  literary  college 
and  Yale  more  of  a  college  fitting  one 
for  a  political  career.  It  would  seem 
that  possibly  Yale  is  touched  by  what 
may  be  called  the  American  spirit.  A 
Harvard  graduate  and  also  a  teacher  in 
Harvard  has  lately  said : 

"  The  essential  object  of  the  institution 
[Yale]  is  still  to  educate  rather  than  to 
instruct,  to  be  a  mother  of  men  rather 
than  a  school  of  doctors.  In  this  Yale 
has  been  true  to  the  English  tradition 
and  is,  in  fact,  to  America  what  Oxford 
and  Cambridge  are  to  England,  a  place 
where  the  tradition  of  national  character 
is  maintained,  together  with  a  traditional 
learning.  If  there  is  a  difference,  as  of 
course  there  is,  between  the  Yale  under- 
tone of  crudity  and  toughness  and  the 
sweet  mellowness  of  studious  and  athletic 
life  in  England,  that  is  not  the  fault 
of  Yale,  but  is  due  to  the  fact  that 


174  WITHIN  COLLEGE    WALLS. 

English  and  American  society  are  at 
different  intellectual  stages.  The  Yale 
principle  is  the  English  principle  and  the 
only  right  one.  .  .  .  No  wonder  that 
all  America  loves  Yale,  where  American 
traditions  are  vigorous,  American  instincts 
are  unchecked,  and  young  men  are 
trained  and  made  eager  for  the  keen 
struggles  of  American  life."  * 

In  a  word,  Yale  seems  to  be  more 
American  than  Harvard.  Political  life, 
statesmanship,  represent  a  very  important 
part  of  American  life.  Therefore  a  larger 
number  of  distinguished  men  of  Yale  we 
do  find  in  statesmanship  than  of  Harvard. 

Let  me  also  make  comparisons  of  cer- 
tain other  colleges.  I  select,  as  standing 
at  the  head  of  the  list,  Amherst  and 
Bowdoin.  Amherst  is  credited  with  102 
men  of  distinction,  Bowdoin  with  104. 
Let  us  run  through  the  list  and  see  how 
in  respect  to  professions  the  balance 

*  Harvard  Monthly,  "  A  Glimpse  of  Yale,"  by  George 
Santayana,  December,  1892,  Vol.  XV.,  No.  3,  p.  95. 


PRE-EMINENCE  OF  THE  GRADUATE.   1/5 

stands.  Of  clergymen  Amherst  has  27, 
Bowdoin  24 ;  soldiers,  Amherst  4,  Bowdoin 
3  ;  lawyers,  Amherst  7,  Bowdoin  1 5  ;  states- 
men, Amherst  4,  Bowdoin  10 ;  business 
men,  each  3  ;  naval  officers,  Amherst  o, 
Bowdoin  I  ;  authors,  Amherst  7,  Bow- 
doin 15;  physicians,  each  8;  artists, 
Amherst  o,  Bowdoin  2 ;  educators,  Am- 
herst 24,  Bowdoin  16;  scientists,  Am- 
herst 12,  Bowdoin  2.  Also  put  down 
side  by  side  the  old  college  of  William 
and  Mary  that  has  practically  ceased  to 
be  and  the  newer  college  of  Jefferson's 
creation,  the  University  of  Virginia,  that 
has  and  is  to  have  a  very  great  influence 
in  the  intellectual  life  of  the  South.  Will- 
iam and  Mary  has  82  men  of  fame,  the 
University  of  Virginia  54.  Of  clergymen, 
the  University  of  Virginia  has  9,  Will- 
iam and  Mary  7 ;  soldiers,  University  of 
Virginia  4,  William  and  Mary  7 ;  lawyers, 
University  of  Virginia  8,  William  and 
Mary  15  ;  statesmen,  University  of  Vir- 
ginia 8,  William  and  Mary  29 ;  educa- 


WITHIN  COLLEGE  WALLS. 


tors,     University    of    Virginia    8,     William 
and    Mary    5. 

Dartmouth  and  Brown  are  credited  with 
comparatively  the  same  number  of  distin- 
guished graduates,  Dartmouth  having  208, 
Brown  189.  Observe  the  similarities  and 
dissimilarities  in  the  different  callings. 
Brown  has  53  clergymen,  Dartmouth  60; 
Brown  has  6  sbldiers,  Dartmouth  10; 
Brown  has  33  lawyers,  Dartmouth  36  ; 
Brown  has  21  statesmen,  Dartmouth  22; 
Brown  has  12  physicians,  Dartmouth  8; 
Brown  has  27  educators,  Dartmouth  44. 

Compare  also  two  colleges  dissimilar 
in  history  and  association,  Williams  and 
the  University  of  Pennsylvania.  The 
University  of  Pennsylvania  is  said  to  have 
175  distinguished  men  among  its  grad- 
uates, Williams  157.  Included  in  and 
making  up  these  numbers  the  Univer- 
sity of  Pennsylvania  is  credited  with  40 
clergymen,  Williams  43  ;  University  of 
Pennsylvania,  2  soldiers,  Williams  6; 
University  of  Pennsylvania,  30  lawyers, 


PRE-EMINENCE  OF  THE  GRADUATE. 


Williams  23  ;  University  of  Pennsylvania, 
7  statesmen,  Williams  12  ;  University  of 
Pennsylvania,  12  business  men,  Williams 
7  ;  University  of  Pennsylvania,  1  1  authors, 
Williams'  9  ;  University  of  Pennsylvania, 
34  physicians,  Williams  1  1  ;  University  of 
Pennsylvania,  7  educators,  Williams  26. 

As  one  goes  through  these  compari- 
sons one  is  struck,  as  in  the  case  of 
Yale  and  Harvard,  with  the  similarities 
and  dissimilarities.  Similarities,  however, 
are  somewhat  constant.  Colleges  on  the 
whole  seem  to  have  about  the  same 
proportion  of  men  in  the  different  call- 
ings. And  yet  observe  the  contrasts. 
Amherst  is  credited  with  4  statesmen, 
Bowdoin  10;  Amherst  with  7  authors, 
Bowdoin  15.  Why  these  marked  differ- 
ences ?  We  know  that  from  Bow- 
doin came  Longfellow  and  Hawthorne, 
Franklin  Pierce  and  John  A.  Andrew. 
And  we  also  know  that  these  men  had 
their  college  days  in  a  time  when 
Amherst  was  in  its  feeble  infancy.  It 


1/8  /F/7Y///T   COLLEGE    WALLS. 

would  seem  that  the  early  forces  at 
Bowdoin  employed  either  in  attracting 
men  or  in  offering  tuition  were  some- 
what stronger  than  were  the  forces  of 
the  Massachusetts  college.  Amherst  has 
given  to  the  world  a  Storrs,  a  Beecher, 
a  Roswell  D.  Hitchcock.  But  the  college 
days  of  these  men  were  after  the  college 
days  of  Longfellow,  of  Hawthorne,  and 
of  Franklin  Pierce.  William  and  Mary, 
too,  has  turned  out  far  more  statesmen 
than  the  University  of  Virginia,  the  child 
of  the  brain  of  Thomas  Jefferson.  But 
William  and  Mary  was  the  chief  Vir- 
ginia college  in  the  eighteenth  century. 
It  helped  to  make  the  men  who  helped 
to  make  the  great  Revolution. 

I  have  been,  I  confess,  a  little  sur- 
prised to  find  that  Dartmouth  has  not  ed- 
ucated a  greater  number  of  distinguished 
lawyers.  It  is  commonly  understood  that 
the  training  given  at  this  college  is 
specially  promotive  of  legal  power  and 
legal  discipline.  The  names  of  Rufus 


PRE-EAflNEXCE  OF  THE  GRADUATE.    1 79 

Choate  and  Daniel  Webster  occur.  And 
yet  Dartmouth  lias  educated  only  three 
more  distinguished  lawyers  than  Brown, 
and  fewer  than  Harvard  or  Columbia  or 
Princeton  or  Yale  ;  only  seven  more  than 
Union,  only  six  more  than  the  Uni- 
versity of  Pennsylvania.  But  Dartmouth 
has  trained  a  greater  number  of  edu- 
cators than  Brown,  as  forty-four  is  greater 
than  twenty-seven.  It  may  be  that  the 
cause  of  this  lies  in  the  fact  that  Dart- 
mouth has  been  a  country  college,  at- 
tended by  country  boys.  Country  boys 
are  usually  poor  in  college,  poor  before 
college  and  poor  after  college  for  a  time. 
The  ready-made  method  of  relieving  the 
straits  of  poverty  in  college  and  after 
college  is  teaching ;  and  when  one  has 
once  entered  into  the  profession  of  teach- 
ing, it  is  easy  to  stay. 

It  is  noted  that  Williams  has  furnished 
eleven  distinguished  physicians  and  the 
University  of  Pennsylvania  thirty-four. 
The  explanation  of  such  a  difference  lies 


ISO  U\T1I IN   COLLEGE    WALLS. 

probably  in  the  fact  that  Philadelphia,  the 
site  of  The  University,  above  every  other 
place  in  America  is  distinguished  for  its 
Medical  Schools.  The  University  of 
Pennsylvania  itself  is  probably  more  dis- 
tinguished by  reason  of  its  School  of 
Medicine  than  by  its  undergraduate  de- 
partment. Therefore  it  is  not  unnatural 
for  its  bachelors  to  enter  the  School  of 
Medicine.  No  such  condition  obtains  at 
Williams.  And  it  may  be  remarked  in 
general  that  differences  of  condition  are 
a  chief  element  in  explaining^  these  differ- 
ences of  results.  It  is  also  possible  that 
these  figures  may  warrant  the  remark 
that  wherever  a  college  is  found  in  which 
there  is  one  man  of  special  strength  cr 
eminence  the  graduates  naturally  turn 
toward  that  profession  or  work  in  which 
this  strength  is  of  peculiar  worth. 

It  therefore  does  not  seem  too  much 
to  say  that  the  American  college  has 
profoundly  influenced  American  life.  It 
has  not  been  the  mother  of  great  move- 


PRE-EMINENCE  OF  THE  GRADUATE.   l8l 

ments,  like  Oxford,  but  it  has  been  the 
mother  of  great  men,  like  Cambridge. 
It  has  not  made  great  soldiers  or  sailors, 
great  artists  or  inventors  ;  but  it  has  con- 
tributed vastly  toward  the  worth  of  the 
more  considerable  elements  of  thought 
and  character.  It  has  not  created  poets, 
but  it  has  enlarged  the  vision  of  the  poet 
and  sweetened  his  song.  It  has  not 
created  historians,  but  it  has  given  to 
the  writer  of  history  a  subject,  taught 
him  to  investigate,  to  weigh  evidence,  to 
write  with  power.  If  its  influence  has  not 
touched  certain  eminent  preachers,  it  has 
added  to  the  knowledge  and  disciplined 
the  powers  of  thousands  of  clergymen. 
It  has  brought  and  is  daily  bringing  a 
larger  offering  to  the  editorial  desk,  the 
lawyer's  office,  the  medical  clinic. 

The  noble  words  of  Newman  one  may, 
with  certain  changes,  apply  to  the  Amer- 
ican college  :  A  college  training  is  "  the 
great  ordinary  means  to  a  great  but 
ordinary  end ;  it  aims  at  raising  the  in- 


1 82      WITHIN  COLLEGE  WALLS. 

tellectual  tone  of  society,  at  cultivating 
the  public  mind,  at  purifying  the  national 
taste,  at  supplying  true  principles  to 
popular  enthusiasm  and  fixed  aims  to  pop- 
ular aspiration,  at  giving  enlargement  and 
sobriety  to  the  ideas  of  the  age,  at  facili- 
tating the  exercise  of  political  power  and 
refining  the  intercourse  of  private  life. 
It  is  the  education  which  gives  a  man 
a  clear  conscious  view  of  his  own  opinions 
and  judgments,  a  truth  in  developing 
them,  an  eloquence  in  expressing  them, 
and  a  force  in  urging  them.  It  teaches 
him  to  see  things  as  they  are,  to  go  right 
to  the  point,  to  disentangle  a  skein  of 
thought,  to  detect  what  is  sophistical  and 
to  discard  what  is  irrelevant.  It  prepares 
him  to  fill  any  post  with  credit,  and  to 
master  any  subject  with  facility.  He  is 
at  home  in  any  society,  he  has  common 
ground  with  every  class ;  he  knows  when 
to  speak  and  when  to  be  silent ;  he  is 
able  to  converse,  he  is  able  to  listen ;  he 
can  ask  a  question  pertinently,  and  give 


PRE-EMINENCE  OF  THE  GRADUATE.    183 

a  lesson  seasonably;  he  is  ever  ready,  yet 
never  in  the  way ;  he  is  a  pleasant  com- 
panion, and  a  comrade  you  can  depend 
upon ;  he  knows  when  to  be  serious  and 
when  to  trifle,  and  he  has  a  sure  tact 
which  enables  him  to  trifle  with  graceful- 
ness and  to  be  serious  with  effect.  He 
has  the  repose  of  a  mind  which  lives  in 
itself,  while  it  lives  in  the  world,  and 
which  has  resources  for  its  happiness  at 
home  when  it  cannot  go  abroad.  He  has 
a  gift  which  serves  him  in  public,  and 
supports  him  in  retirement,  without  which 
good  fortune  is  but  vulgar,  and  with 
which  failure  and  disappointment  have  a 
charm."  * 

It  is  significant  that  we  call  the  college 
not  almus  pater  but  alma  mater.  She 
gives  to  us  intellectual  life  and  cradles 
that  life  in  its  first  feebleness.  It  is  almost 
as  rare  to  find  a  son  complaining  of  his 
college  as  it  is  to  find  him  complaining 

*  Idea  of  a  University,  pp.  177,  178. 


1 84      WITHIN  COLLEGE  WALLS. 

of  his  first  home.  Happy  the  man 
who  has  two  mothers  whom  he  rev- 
erences !  Old  President  Ouincy  of  Har- 
vard said  that  a  man  got  a  good  deal 
out  of  college  if  he  just  rubbed  his 
shoulders  against  the  college  buildings. 
But  he  certainly  does  not  get  much  in 
this  way  in  comparison  with  what  he 
gets  by  rubbing  his  head  against  the 
cases  in  the  library.  For  to  the  true 
man  of  alert  intellect,  pure  heart,  and 
strong  will,  the  college  represents  a  new 
birth  and  a  new  life.  College  is  simply 
another  name  for  Opportunity:  Oppor- 
tunity, widest,  deepest,  highest,  richest. 


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MANUAL  OF  TYPE-WRITING.  Business  Letter- 
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This  book  gives  the  reader  a  perfect  mastery  of  the  writing 
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"It  is  exactly  what  is  wanted  in  every  short-hand  school." 
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GERMAN  LANGUAGE.  By  SOLOMON  DEUTSCH, 
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Mr.  CHARLES  DUDLEY  WARNER  fitly  characterized  the  book 
when  he  said  of  it :  "The  method  is  scientific,  but  is  perfectly 
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DRILLMASTER  IN  GERMAN.  Based  on  System- 
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The  subject-matter  of  the  book  is  divided  into  twenty-four 
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betical list  of  the  prepositions,  with  their  idiomatic  use.  An 
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